{"title":"在柔道教学单元中,体育学生的成就目标、乐趣和坚持努力","authors":"Alejandro Carriedo","doi":"10.1016/j.magis.2015.12.001","DOIUrl":null,"url":null,"abstract":"<div><p>The present study examined the relationships between achievement goals, diversion, and persistence-effort on students of 4th grade (<em>N</em> <!-->=<!--> <!-->69) during the progress of a judo unit within the Physical Education lessons. The results indicated that task orientation was higher (<em>M</em> <!-->=<!--> <!-->4.52, <em>SD</em> <!-->=<!--> <!-->0.58) that ego orientation (<em>M</em> <!-->=<!--> <!-->2.25, <em>SD</em> <!-->=<!--> <!-->1.15) in the students. Task orientation was significantly correlated whit persistence-effort (<em>r</em> <!-->=<!--> <!-->0.45, <em>P</em> <!--><<!--> <!-->.001) and diversion perceptions (<em>r</em> <!-->=<!--> <!-->0.27, <em>P</em> <!--><<!--> <!-->.05) during the judo unit. Persistence-effort was also correlated whit diversion (<em>r</em> <!-->=<!--> <!-->0.43, <em>P</em> <!--><<!--> <!-->.001), and both of them whit the student assessment over the judo unit. A MANOVA 2<!--> <!-->×<!--> <!-->2 showed that diversion and persistence-effort were higher among women, and among those conceding higher scores to the judo unit. The group of students granting higher scores to the unit also showed higher levels of task orientation. Univariate analysis of diversion revealed a significant interaction between the genre and the assessment given by the students, <em>F</em>(1, 62)<!--> <!-->=<!--> <!-->3.049, <em>P</em> <!-->=<!--> <!-->.005, η<sup>2</sup> <!-->=<!--> <!-->0.122.</p></div>","PeriodicalId":100881,"journal":{"name":"Magister","volume":"27 2","pages":"Pages 51-58"},"PeriodicalIF":0.0000,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/j.magis.2015.12.001","citationCount":"8","resultStr":"{\"title\":\"Metas de logro, diversión y persistencia-esfuerzo en estudiantes de Educación Física durante una unidad didáctica sobre judo\",\"authors\":\"Alejandro Carriedo\",\"doi\":\"10.1016/j.magis.2015.12.001\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>The present study examined the relationships between achievement goals, diversion, and persistence-effort on students of 4th grade (<em>N</em> <!-->=<!--> <!-->69) during the progress of a judo unit within the Physical Education lessons. The results indicated that task orientation was higher (<em>M</em> <!-->=<!--> <!-->4.52, <em>SD</em> <!-->=<!--> <!-->0.58) that ego orientation (<em>M</em> <!-->=<!--> <!-->2.25, <em>SD</em> <!-->=<!--> <!-->1.15) in the students. Task orientation was significantly correlated whit persistence-effort (<em>r</em> <!-->=<!--> <!-->0.45, <em>P</em> <!--><<!--> <!-->.001) and diversion perceptions (<em>r</em> <!-->=<!--> <!-->0.27, <em>P</em> <!--><<!--> <!-->.05) during the judo unit. Persistence-effort was also correlated whit diversion (<em>r</em> <!-->=<!--> <!-->0.43, <em>P</em> <!--><<!--> <!-->.001), and both of them whit the student assessment over the judo unit. A MANOVA 2<!--> <!-->×<!--> <!-->2 showed that diversion and persistence-effort were higher among women, and among those conceding higher scores to the judo unit. The group of students granting higher scores to the unit also showed higher levels of task orientation. Univariate analysis of diversion revealed a significant interaction between the genre and the assessment given by the students, <em>F</em>(1, 62)<!--> <!-->=<!--> <!-->3.049, <em>P</em> <!-->=<!--> <!-->.005, η<sup>2</sup> <!-->=<!--> <!-->0.122.</p></div>\",\"PeriodicalId\":100881,\"journal\":{\"name\":\"Magister\",\"volume\":\"27 2\",\"pages\":\"Pages 51-58\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2015-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1016/j.magis.2015.12.001\",\"citationCount\":\"8\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Magister\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0212679615000274\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Magister","FirstCategoryId":"1085","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0212679615000274","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 8
摘要
本研究以四年级学生(N = 69)为研究对象,探讨在体育课柔道单元的学习过程中,成就目标、转移和坚持努力之间的关系。结果表明,学生的任务取向(M = 4.52, SD = 0.58)高于自我取向(M = 2.25, SD = 1.15)。任务取向与坚持-努力显著相关(r = 0.45, P <.001)和转移感知(r = 0.27, P <.05)。坚持-努力也与转移相关(r = 0.43, P <.001),两者均优于柔道单元的学生评量。方差分析2 × 2结果显示,在柔道组得分较高的运动员中,女性的转移和坚持努力程度较高。在该单元中得分较高的那组学生也表现出更高水平的任务导向。单因素分析显示,体裁与学生评价存在显著交互作用,F(1,62) = 3.049, P = 0.005, η2 = 0.122。
Metas de logro, diversión y persistencia-esfuerzo en estudiantes de Educación Física durante una unidad didáctica sobre judo
The present study examined the relationships between achievement goals, diversion, and persistence-effort on students of 4th grade (N = 69) during the progress of a judo unit within the Physical Education lessons. The results indicated that task orientation was higher (M = 4.52, SD = 0.58) that ego orientation (M = 2.25, SD = 1.15) in the students. Task orientation was significantly correlated whit persistence-effort (r = 0.45, P < .001) and diversion perceptions (r = 0.27, P < .05) during the judo unit. Persistence-effort was also correlated whit diversion (r = 0.43, P < .001), and both of them whit the student assessment over the judo unit. A MANOVA 2 × 2 showed that diversion and persistence-effort were higher among women, and among those conceding higher scores to the judo unit. The group of students granting higher scores to the unit also showed higher levels of task orientation. Univariate analysis of diversion revealed a significant interaction between the genre and the assessment given by the students, F(1, 62) = 3.049, P = .005, η2 = 0.122.