Department of General and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, Spain.
Int J Environ Res Public Health. 2020 Oct 28;17(21):7924. doi: 10.3390/ijerph17217924.
This research analyzes the voices of university students of sport sciences during the implementation of strategies to support autonomy and collaboration in gymnastic learning, from the perspectives of self-determination, self-control, and self-regulation. The methodology is qualitative and the self-reflective journals with their narrative are the tool to collect information. The strategy is well appreciated both in terms of the structure of the work plan and in the guidance of the tasks. The evolution of motivation, autonomy, collaboration, and achievements is highly valued throughout the process. However, the final assessment, despite having little effect on the grade, produces pressure and anxiety in students, so that self-control decreases, action is impaired, and the motivation achieved in the learning process is distorted. Further studies are needed to design coping strategies to help students maintain their motivation and confidence and to decrease students' resistance to assessment tasks.
本研究从自我决定、自我控制和自我调节的角度分析了大学生在实施支持体操学习自主性和合作性策略时的声音。该研究方法是定性的，自我反思日记及其叙述是收集信息的工具。该策略在工作计划的结构和任务指导方面都得到了很好的评价。在整个过程中，对动机、自主性、合作和成就的演变给予了高度重视。然而，尽管最终评估对成绩的影响不大，但它会给学生带来压力和焦虑，导致自我控制能力下降，行动受到影响，学习过程中获得的动力也发生扭曲。需要进一步研究设计应对策略，以帮助学生保持动力和信心，并减少学生对评估任务的抵制。
