Clima motivacional em Educação Física e o seu efeito no autoconceito: análise de correlação no ensino básico
DOI:
https://doi.org/10.47197/retos.v78.117155Palavras-chave:
Crianças, clima motivacional, Educação Física, ensino básico, autoconceitoResumo
Introdução: A Educação Física é uma ferramenta poderosa para promover o desenvolvimento integral dos alunos, integrando o crescimento físico, social e emocional. O desenvolvimento positivo do autoconceito e um clima motivacional positivo são fatores-chave para atingir este objetivo.
Objectivo: Explorar a relação entre o clima motivacional e o autoconceito em alunos do ensino básico.
Metodologia: O estudo incluiu 347 alunos espanhóis do ensino básico (53,6% raparigas; M = 10,55, DP = 0,97). Os questionários PMCSQ-2 e AF-5 foram aplicados para avaliar ambas as variáveis. Foi realizada uma análise de correlação bivariada para avaliar o grau de associação entre o clima motivacional e o autoconceito.
Resultados: Foi encontrada uma correlação positiva entre o clima de tarefas e o autoconceito, bem como nas dimensões académica, social e física. No entanto, não foram encontradas correlações significativas entre o clima do ego e o autoconceito geral. Contudo, foram observadas correlações negativas significativas com as dimensões social, familiar e física do autoconceito.
Discussão: Em consonância com a investigação anterior, os resultados deste estudo indicam que um clima orientado para a tarefa está associado a uma maior satisfação e a um ambiente de aprendizagem mais positivo, o que corresponde a um desenvolvimento favorável do autoconceito.
Conclusões: Os resultados sugerem que um clima orientado para a tarefa na Educação Física está positivamente relacionado com o autoconceito e com as suas dimensões física, académica e social nos alunos do Ensino Básico. Por outro lado, um clima orientado para o ego não apresenta uma associação significativa com o autoconceito geral, mas está associado a pontuações mais baixas nas dimensões familiar, social e emocional.
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