Salazar-Ayala Carla Mariela, Gastélum-Cuadras Gabriel, Huéscar Hernández Elisa, Núñez Enríquez Oscar, Barrón Luján Juan Cristóbal, Moreno-Murcia Juan Antonio
Faculty of Science of Physical Culture, Autonomous University of Chihuahua, Chihuahua, Mexico.
Department of Health Psychology, Universidad Miguel Hernández de Elche, Elche, Spain.
Front Psychol. 2021 Apr 29;12:626786. doi: 10.3389/fpsyg.2021.626786. eCollection 2021.
The traditional teaching style in which the teacher is in control and there is a submissive attitude in students is predominant in Mexico. The development of identity in preadolescence is subjected to social groups, which could develop interpersonal difficulties through the controlling teaching style. Although the fear of negative evaluation in students and competitive sport has been studied in education, relatively little research has been done in the area of physical education in relation to the controlling style. The purpose of this study was to investigate the correlation and predictive relationship between controlling teaching and the fear of negative evaluation mediated by the frustration of the basic psychological needs (BPN), controlled motivation, and individualism/competitiveness through the theoretical framework of self-determination theory. Participants were 1132 students in the fifth and sixth grades in public elementary schools in the state of Chihuahua, Mexico, with ages between 10 and 13 ( = 10.51 years; = 0.66 years). Results indicate the perceived controlling teaching style positively predicted the fear of negative evaluation in students of this study through BPN frustration, that is positively related to low-quality motivation, which is related to a higher level of individualism/competitiveness. This, in turn, is proven to be a predictor of the fear of negative evaluation. The results also discuss the promotion of the autonomy support style, avoiding the controlling teaching style, for the minimization of negative results related to the perception of fear and the development of student well-being both within and beyond the school context.
在墨西哥，以教师主导且学生持顺从态度为特点的传统教学风格占主导地位。青春期前身份认同的发展受社会群体影响，这种控制性的教学风格可能会引发人际关系方面的困难。尽管在教育领域已经对学生在学习和竞技体育中对负面评价的恐惧进行了研究，但在体育教育领域，针对控制性教学风格的研究相对较少。本研究的目的是通过自我决定理论的理论框架，探讨控制性教学与由基本心理需求（BPN）受挫、受控动机以及个人主义/竞争意识所介导的对负面评价的恐惧之间的相关性和预测关系。研究对象是墨西哥奇瓦瓦州公立小学五、六年级的1132名学生，年龄在10至13岁之间（平均年龄 = 10.51岁；标准差 = 0.66岁）。结果表明，本研究中，学生所感知到的控制性教学风格通过BPN受挫正向预测了对负面评价的恐惧，而BPN受挫又与低质量动机呈正相关，低质量动机与更高水平的个人主义/竞争意识相关。反过来，这又被证明是对负面评价恐惧的一个预测因素。研究结果还讨论了推广自主性支持型教学风格、避免控制性教学风格的问题，以尽量减少与恐惧感知相关的负面结果，并促进学生在校内外的幸福感发展。
