Effect of goal orientation combined with plan-do-check-act cycle improvement on the professional teaching of critical care medicine / 中华医学教育探索杂志

Objective@#To investigate the promotional effect of the new teaching method of goal orientation combined with plan-do-check-act (PDCA) cyclic improvement on specialized medical knowledge and operation skills among physicians in critical care medicine.@*Methods@#A total of 84 physicians who received critical care medicine training in Department of Critical Care Medicine in Foshan Hospital of Traditional Chinese Medicine from January 2013 to December 2015 were selected, and according to the time of admission, they were divided into control group with 41 physicians and experimental group with 43 physicians. The physicians in the experimental group received the new teaching method of goal orientation combined with PDCA cyclic improvement, i.e., the physicians started systematic learning according to the learning goals sent out by the teaching secretary, summarized problems during learning and looked for optimal solutions every week, and then continued learning in the next week through PDCA cyclic improvement. The physicians in the control group received traditional teaching combined with bedside teaching, but no learning goals were set for them. The two groups were compared in terms of theoretical examination scores, clinical operation skills, and results of the questionnaire survey. The t-test and Wilcoxon ranksum test were used for comparison of scores between the two groups by SPSS 18.0.@*Results@#Compared with the control group, the experimental group had significant increases in the scores of theoretical examination (91.50±4.18 vs. 87.80±3.63) and operation skills (88.80±3.34 vs. 85.40±2.88). The questionnaire survey showed that compared with the control group, the experimental group had a significantly higher degree of satisfaction, significantly greater learning interests, and significantly greater improvements in operation skills, clinical thinking ability, and self-confidence.@*Conclusion@#The new teaching method of goal orientation combined with PDCA cyclic improvement can stimulate learning interests, clarify learning goals, help physicians to master important and difficult issues, and thus improve their learning outcomes and scores in Department of Critical Care Medicine.

Effect of goal orientation combined with plan-do-check-act cycle improvement on the professional teaching of critical care medicine / 中华医学教育探索杂志

Objective To investigate the promotional effect of the new teaching method of goal orientation combined with plan-do-check-act (PDCA) cyclic improvement on specialized medical knowledge and operation skills among physicians in critical care medicine.Methods A total of 84 physicians who received critical care medicine training in Department of Critical Care Medicine in Foshan Hospital of Traditional Chinese Medicine from January 2013 to December 2015 were selected,and according to the time of admission,they were divided into control group with 41 physicians and experimental group with 43 physicians.The physicians in the experimental group received the new teaching method of goal orientation combined with PDCA cyclic improvement,i.e.,the physicians started systematic learning according to the learning goals sent out by the teaching secretary,summarized problems during learning and looked for optimal solutions every week,and then continued learning in the next week through PDCA cyclic improvement.The physicians in the control group received traditional teaching combined with bedside teaching,but no learning goals were set for them.The two groups were compared in terms of theoretical examination scores,clinical operation skills,and results of the questionnaire survey.The t-test and Wilcoxon ranksum test were used for comparison of scores between the two groups by SPSS 18.0.Results Compared with the control group,the experimental group had significant increases in the scores of theoretical examination (91.50 ± 4.18 vs.87.80 ± 3.63) and operation skills (88.80± 3.34 vs.85.40 ± 2.88).The questionnaire survey showed that compared with the control group,the experimental group had a significantly higher degree of satisfaction,significantly greater learning interests,and significantly greater improvements in operation skills,clinical thinking ability,and self-confidence.Conclusion The new teaching method of goal orientation combined with PDCA cyclic improvement can stimulate learning interests,clarify learning goals,help physicians to master important and difficult issues,and thus improve their learning outcomes and scores in Department of Critical Care Medicine.

Grado de predicción de la motivación hacia las actividades físicodeportivas a través de la orientación de metas, la percepción del éxito y el grado de satisfacción. Un análisis transcultural / Prediction Level of Motivation through Physical and Sport Activities according to Goal Orientation, Success Perceived and Satisfaction Rate. A Cross-Cultural Analysis

Resumen El objetivo de este estudio fue conocer en qué medida se puede predecir el tipo de motivación hacia la práctica de actividad físicodeportiva en función de la orientación de metas, la percepción del éxito y el grado de satisfacción, mediante un análisis transcultural en tres países latinos: España, México y Costa Rica. Se evaluaron 2 168 escolares de edades entre 11 y 16 años, utilizando cuatro instrumentos: Sport Motivation Scale (SMS), Task and Ego Orientation Sport Questionnaire (TEOSQ), Satisfaction Instrument (SSI) y Beliefs about the Causes of Sport Success Questionnaire (BACS). Los resultados mostraron que valores altos en orientación a la tarea, diversión y esfuerzo pueden predecir significativamente la manifestación de motivación intrínseca en los sujetos de los tres países.

Abstract The objective of this study was to analyse at which level it is possible to predict motivation type through physical and sport activities according to goal orientation, success perceived and satisfaction rate, in a transcultural analysis through three Latin countries: Spain, Mexico and Costa Rica. 2168 students (between 11-16 years-old) completed 4 evaluation instruments: Sport Motivation Scale (SMS), Task and Ego Orientation Sport Questionnaire (TEOSQ), Satisfaction Instrument (SSI) y Beliefs About the Causes of Sport Success Questionnaire (BACS). Results showed that high values in task orientation, fun, and effort could significantly predict intrinsic motivation in the three countries of our research.

Perfiles de orientación hacia la meta y su relación con indicadores de actividad físico-deportiva / Goal Orientation Profiles and Their Relation with Indicators of Physical Activity

Resumen El presente estudio examinó la motivación hacia la actividad física empleando la teoría de la orientación hacia la meta. Un total de 786 estudiantes participaron en este estudio. Un procedimiento de análisis de cluster jerárquico permitió identificar cuatro perfiles de orientación hacia la meta. El perfil más adaptativo (alta tarea/alto ego/altas expectativas) se asoció con la obtención de los mejores resultados. Se concluye que los jóvenes con una alta motivación hacia la tarea, alto ego y expectativas de ejecución obtienen las mayores muestras de apoyo por parte de familiares e iguales para la práctica de actividad física se perciben más autoeficaces para realizar dicha actividad, se atribuyen una mejor forma física autopercibida y manifiestan una práctica más frecuente de actividad físico-deportiva.

Abstract This paper researches motivation for physical activity in the framework of the goal orientation theory. This work is based on data from 786 students. Hierarchical cluster analysis allowed identifying four goal orientation profiles. The most adaptive profile (high task, high ego, high expectancy) is associated with the best results. Students with high motivation for physical activity, ego, and performance expectancy are concluded to obtain more indications of support from their relatives and peers for physical activity practice, perceive themselves self-effective to complete this activity, claim their better self-perceived fitness, and show more frequent physical-sports activity.

Predictores de la adicción en atletas veteranos españoles / Predictors of addiction to the sport in Spanish master athletes

El objetivo del presente estudio se centró, por un lado, en obtener los niveles de adicción al entrenamiento, motivación, ansiedad, satisfacción intrínseca, percepción y creencias sobre las causas del éxito en su deporte de una muestra de 401 atletas veteranos españoles de ambos sexos especialistas en las diversas pruebas de pista. Por otro, se pretendió analizar la predicción de las diferentes dimensiones de la adicción de estos atletas por el resto de constructos psicológicos considerados. Se obtuvieron valiosos datos descriptivos en todos los constructos psicológicos analizados y el análisis regresivo mostró que la subescala positiva de la adicción se podría predecir por puntuar alto en los constructos más deseables y positivos analizados, en concordancia con la hipótesis, mientras que las subescalas negativas lo fueron por puntuar alto en los menos deseables y positivos. Se concluye que la adicción en estos atletas está más cerca de un sano compromiso con su práctica deportiva que de las dimensiones negativas de la adicción.

This study aims to determine the levels of addiction to training, motivation, anxiety, intrinsic satisfaction, perception, and beliefs about sporting success within a sample group of 401 Spanish veteran athletes of both sexes who specialise in various track disciplines. It also aims to analyse how different dimensions of these athlete addictions are predicted by other psychological constructs analysed. Valuable descriptive data were obtained in all the psychological constructs analysed and, in agreement with the hypothesis, regressive analysis showed that the positive addiction subscale could be predicted by scoring highly in the most desirable and positive constructs analysed, whilst the negative subscales could be predicted by high scores in the least positive and desirable constructs. It can be concluded that addiction for these athletes is closer to a healthy commitment to their sporting practice than to negative dimensions of addiction.

Factores determinantes de la motivación en atletas veteranos españoles / Determinants of motivation in veteran Spanish athletes

El objetivo del presente estudio es conocer motivaciones, ansiedad precompetitiva, adicción al entrenamiento y competición, satisfacción intrínseca, percepción y creencias sobre las causas del éxito en su deporte en una muestra de 401 atletas de pista veteranos (mayores de 35 años) españoles. También, obtener unos modelos predictivos suficientemente sólidos, por sexo, de sus motivaciones atendiendo a estas variables psicológicas. Se partió de la hipótesis de que la motivación intrínseca se podría predecir por valorar alto el placer y la relajación, la orientación hacia la tarea, la diversión y el esfuerzo, así como por una baja valoración en el empleo de técnicas de engaño. La motivación extrínseca se podría predecir por una valoración alta en carencia de control, orientación hacia el ego, diversión y empleo de técnicas de engaño, así como por una baja valoración en la orientación hacia la tarea. La amotivación por valorar alto la ansiedad cognitiva, carencia de control, aburrimiento y empleo de técnicas de engaño, así como por valorar bajo la diversión. Los resultados confirmaron que la motivación más alta es la intrínseca, sobre todo en mujeres. En ambos sexos, la percepción de éxito en el deporte por la tarea fue similar a la dada por el ego; les resultó muy satisfactorio obtener medallas y, mejor aún, récords en su categoría de edad mediante el esfuerzo que implica el dominio de su especialidad, y el uso de técnicas de engaño fue poco importante. Por último, se obtuvieron unos modelos predictores de las motivaciones que concuerdan en gran medida con las hipótesis y referencias.

The aim of this study was to determine the motivations, precompetitive anxiety, addiction to training and competition, intrinsic satisfaction, perceptions and beliefs of the causes of success in their sport in a sample of 401 veteran Spanish track athletes (aged over 35). This study also aimed at obtaining sufficiently solid predictive models - by gender - of their motivations regarding these psychological variables. It starts from the assumption that intrinsic motivation could be predicted by having high values in pleasure and relaxation, an orientation to tasks, fun and effort, as well as low values in the use of techniques of deceit. Extrinsic motivation could be predicted by having high values in lack of control, ego orientation, fun, use of deceit techniques, and low values in task orientation. Amotivation could be predicted by a high value of cognitive anxiety, lack of control, boredom and deception techniques, and low values in fun. The results confirmed that the highest levels of motivation were intrinsic, especially in women. The perception of success in sports by task was similar to ego in both genders, in that it was very satisfactory for them to win medals. Better yet, they obtained records in their age group by the effort involved in the domain of their specialty, but the use of deception techniques was unimportant. Finally, predictive models were obtained from motivations and they agreed to a great extent with the hypothesis and references.

Motivational climate, goal orientation and exercise adherence in fitness centers and personal training contexts / Clima motivacional, orientação para a meta e exercício adesão em academias de ginástica e contextos de formação pessoal / Clima motivacional, la orientación de meta y la adherencia al ejercicio en gimnasios y contextos de entrenamiento personal

This study was conducted to analyze the relationships hypothesized by the Achievement Goal Theory in predicting adherence to exercise. The study participants were 405 individuals exercising in fitness centers with a mean age of 35 years (SD = 17) and 183 individuals exercising with personal trainers with a mean age of 43 years (SD = 16), that answered the Portuguese versions of the Goal Orientation in Exercise Measure and Perceived Motivational Climate in Exercise Questionnaire. The hypothesized structural equation model showed that the mastery motivational climate had a positive impact on task orientation goals, which in turn had a positive impact on exercise adherence. However, performance motivational climate had a positive impact on ego orientation goals, which in turn had a negative impact on exercise adherence...

"Clima motivacional, orientação para a meta e exercício adesão em academias de ginástica e contextos de formação pessoal." Este estudo analisou as relações hipotetizadas pela Teoria dos Objetivos de Realização na predição da adesão ao exercício. Participaram neste estudo 405 praticantes de academia (240 femininos, 165 masculinos), com uma média de idades de 35 anos (DP = 17) e 183 de personal training (142 femininos, 41 masculinos), com uma média de idades de 43 anos (DP = 16), que responderam às versões Portuguesas do Goal Orientation in Exercise Measure e Perceived Motivational Climate in Exercise Questionnaire. O modelo de equações estruturais demonstra que o clima motivacional para a mestria teve um impacto positivo sobre a orientação dos objetivos para a tarefa, que por sua vez teve um impacto positivo sobre a adesão ao exercício. Por outro lado, o clima motivacional para a performance teve um impacto positivo sobre a orientação dos objetivos para o ego, que por sua vez teve um impacto negativo sobre a adesão ao exercício...

"Clima motivacional, la orientación de meta y la adherencia al ejercicio en gimnasios y contextos de entrenamiento personal." Este estudio analizó las relaciones hipotetizadas por la Teoría de los Objetivos de Realización en la predicción de la adhesión al ejercicio. En este estudio participaron 405 practicantes de academia (240 femeninos, 165 masculinos), con una edad media de 35 años (DP = 17) y 183 de personal training (142 femeninos, 41 masculinos), con una edad media de 43 años (DP = 16), que respondieron a las versiones portuguesas de Goal Orientation in Exercise Measure y Perceived Motivational Climate in Exercise Questionnaire. El modelo de ecuaciones estructurales demuestra que el clima motivacional para la maestría tuvo un impacto positivo sobre la orientación de los objetivos para la tarea que, a su vez, tuvo un impacto positivo sobre la adhesión al ejercicio. Por otro lado, el clima motivacional para la performance tuvo un impacto positivo sobre la orientación de los objetivos para el ego que, a su vez, tuvo un impacto negativo sobre la adhesión al ejercicio....

Factores determinantes de la ansiedad en atletas veteranos españoles / Determinants of Anxiety in Spanish Master Athletes

En la creciente población de atletas veteranos españoles se analiza su ansiedad precompetitiva. Además, se evalúan qué variables de motivación, adicción, satisfacción intrínseca, percepción y creencias sobre las causas del éxito en el deporte están relacionadas con la ansiedad y la predicen. Se hallaron diferencias significativas en motivación intrínseca y ansiedad somática a favor de las mujeres y de los hombres en autoconfianza. Se discuten los resultados y se concluye que la moderada ansiedad que sufren está relacionada con la presión que quieran imponerse a sí mismos por las expectativas de marcas o puesto que pretenden lograr en competición. Esto hace que practiquen su deporte durante muchos años, pues realmente disfrutan de sus entrenamientos, esforzándose por aumentar la habilidad técnica en su especialidad atlética, lo cual les genera alta autoconfianza y mejoría del rendimiento. Por ello, con frecuencia realizan marcas en competición que hacía tiempo no lograban, incrementando sus expectativas de éxito y sensaciones de competencia, sobre todo si vencen a sus rivales. Por eso, el aburrimiento y el empleo de técnicas de engaño apenas existen en ellos.

We carry out an analysis of precompetitive anxiety in the growing number of Spanish master athletes. In addition, we evaluate which variables, including motivation, addiction intrinsic satisfaction, perception and beliefs about sporting success, are related to anxiety and which can be used to predict it. Significant differences were found between women and men, the former displaying higher results in terms of intrinsic motivation and somatic anxiety, and the latter in terms of self-confidence. We discuss the results and conclude that the moderate anxiety suffered is linked to the amount of pressure that they wish to impose upon themselves, stemming from expectation of the record or place they hope to reach in a competition situation. This causes them to practice their sport for many years, and they truly enjoy their training, pushing themselves by improving their technical ability in their chosen athletic speciality, which in turn generates high self-confidence and would improve performance. For this reason, they frequently achieve records in competition which they did not reach in the past, increasing their expectations of success and sense of competence, above all if they beat their rivals. Consequently, boredom and deceptive techniques barely exist within this group.

Análisis de la motivación en el atletismo: un estudio con veteranos / Analysis of Motivation in Athletics: A Study with Veterans

En la creciente población de atletas veteranos españoles se analiza su motivación desde la perspectiva de la Teoría de la Autodeterminación. Por un lado tratando de establecer relaciones entre ella con la percepción del éxito, la satisfacción intrínseca y la percepción sobre las caus as del éxito en el deporte. Por otro, analizando las diferencias en la satisfacción intrínseca, la percepción de éxito y de las creencias sobre las causas del éxito en el deporte y el SDI en función de diversas variables independientes; sexo, edad, hábitos de entrenamiento e historial atlético. Se obtuvieron elevados índices de motivación intrínseca (sobre todo en mujeres), satisfacción, esfuerzo y habilidad, moderados índices de motivación extrínseca, y muy bajos de amotivación, aburrimiento y uso de técnicas de engaño. También se obtienen relaciones positivas y significativas entre la motivación intrínseca con la extrínseca, orientación a la tarea y al ego, diversión y esfuerzo; relaciones positivas y significativas de la motivación extrínseca con la motivación intrínseca, orientación a la tarea y al ego, diversión, aburrimiento, esfuerzo, habilidad y técnicas de engaño; y en amotivación, relaciones positivas y significativas con la motivación extrínseca, aburrimiento y técnicas de engaño, así como negativa con diversión. Por último, del análisis de las variables independientes, se concluye que ser mujer, menor de 50 años, especialista en pruebas de velocidad, salto o lanzamiento, dirigida por un entrenador, que entrena en compañía de otros atletas durante algo más de dos horas por sesión es el perfil motivacional más aconsejable.

In the growing population of Spanish master athletes analyzes its motivation from the perspective of Self-Determination Theory. On the one hand trying to establish relations between itself with the perception of success, the intrinsic satisfaction and perception of the causes of success in sport. Furthermore, analyzing the differences in the intrinsic satisfaction, perception of success and beliefs about the causes of success in sport and the SDI based on several independent variables; sex, age, training habits and athletic history. We obtained high levels of intrinsic motivation (especially women), satisfaction, effort and skill, moderate levels of extrinsic motivation, and very low of amotivation, boredom and use of deception techniques. Also obtained positive and significant relationships between intrinsic motivation with extrinsic, task orientation and ego, fun and effort and significant positive relationships of extrinsic motivation to intrinsic motivation, task orientation and ego, fun, boredom, effort, skill and deception techniques, and amotivation, positive and significant relationships with extrinsic motivation, boredom and techniques of deception and negative fun. Finally, analysis of the independent variables, it is concluded to be female, under 50 years, specializing in speed, jump or shoot, directed by a coach, who trains in the company of other athletes for over two hours by session is the most advisable motivational profile.

Estudio psicométrico y predicción de la importancia de la educación física a partir de las orientaciones de meta ("Perception of Success Questionnaire - POSQ") / Psychometric study and the prediction of the importance of physical education from goal guidance ("Perception of Success Questionnaire - POSQ")

El objetivo de esta investigación fue doble: (a) analizar las propiedades psicométricas del Perception of Success Questionnaire (POSQ) adaptado a la Educación Física (EF); y (b) analizar la predicción de la importancia y utilidad concedida a la EF a partir de las orientaciones de meta, percepción de competencia y satisfacción del alumnado. El cuestionario estuvo compuesto por los siguientes instrumentos: POSQ, Escala de Necesidades Psicológicas Básicas en el Ejercicio, Satisfacción con la EF e Importancia de la EF. Se administró a 846 estudiantes españoles de secundaria de 12 a 19 años. La estructura del POSQ se analizó mediante procedimientos confirmatorios y mostró una consistencia interna fiable y una estructura factorial estable (apoyando el modelo teórico hipotetizado: orientación al ego y a la tarea). Así, se considera un instrumento válido para medir la orientación de meta disposicional en EF. Para la predicción de la importancia de la EF a partir de las orientaciones de meta, competencia y satisfacción, se halló un modelo de ecuaciones estructurales que confirmó que la orientación a la tarea es la que más influye en la percepción de competencia y ésta en la satisfacción/diversión, lo que predice que el alumnado considere más importante y útil la asignatura. (AU)

The present research has two main goals: (a) to analyze psychometric properties of the Perception of Success Questionnaire (POSQ) adapted to Physical Education (PE), and (b) to analyze the prediction of importance and usefulness granted to PE from goal orientations, perceived competence and student satisfaction. The questionnaire consisted of the following instruments: POSQ, Basic Psychological Needs in Exercise Scale, Satisfaction with PE and the Importance of PE. They were administered to 846 Spanish high school students aged 12 to 19 years. POSQ structure was analyzed by confirmatory procedures and it showed reliable internal consistency and a stable factor structure which supports the hypothesized theoretical model: ego and task orientation. Thus, it is considered a valid instrument to measure dispositional goal orientation in PE. For predicting the importance of PE from goal orientations, competence and satisfaction, it was used a structural equation model which confirmed that task orientation is the most influential on perceived competence, and the latter in satisfaction/fun. Fact that predicts the students consider the subject more important and useful. (AU)

Aprendizaje autorregulador metas académicas y rendimiento en evaluaciones de estudiantes universitarios / Self-Regulated Learning, Academic Goals and Performance in the Evaluation of University Students / Aprendizagem autorregulado, metas académicas e rendimento em avaliações de estudos universitários

Objetivo. Explorar la relación entre aprendizaje autorregulado, metas académicas y rendimiento en una evaluación académica de ocho estudiantes universitarias. Método. Se realizó una entrevista semi-estructurada, una observación directa de una sesión de estudio y protocolos verbales durante y después de la sesión. Resultados. En relación con las metas académicas, se encontró que tres estudiantes tuvieron una única orientación a metas de dominio por aproximación, mientras que cinco orientaron a múltiples metas académicas. Respecto al aprendizaje autorregulado, se encontraron estudiantes con bajos y altos niveles. En la relación entre aprendizaje autorregulado, metas académicas y rendimiento en la evaluación fue posible identificar tres grupos de estudiantes: (a) altos niveles de autorregulación y orientación única a metas de dominio por aproximación, (b) bajos niveles de autorregulación y múltiple orientación a metas de dominio y ejecución en tendencias de aproximación y evitación, y (c) variaciones en el nivel de autorregulación con múltiple orientación a metas académicas. Todas las estudiantes obtuvieron calificaciones aprobatorias en la evaluación, independientemente de su nivel de autorregulación y de la orientación a metas académicas. Conclusión. El abordaje procedimental del aprendizaje autorregulado, en función de las metas académicas, permitió obtener información relevante para la comprensión de este proceso, por lo que se recomienda seguir realizando este tipo de estudios para dar cuenta de los diferentes funcionamientos de las estudiantes universitarias en tiempo real, de sus variaciones y relación con otros aspectos motivacionales involucrados en sus procesos de aprendizaje.

Objective. The purpose of this study was to describe eight students' self-regulation profiles during test preparation in relation to academic goals and test performance. Method. Data was collected through a semi-structured interview, the direct observation of a study session, and verbal protocols during and after the session. Results. Regarding the academic goals, the study found that three students had mastery goal orientation, while five students presented multiple goal orientation. With regard to self-regulated learning, it was possible to observe students with low levels of self-regulation, students with high levels of self-regulation and students with variations in their performance during the study session. Finally, in the relationship between self-regulated learning, goal orientation and test performance, three groups were found: (a) a group of students with high levels of self-regulation during the study session and mastery goal orientation; (b) a second group of students with low levels of self-regulation and multiple academic goal orientation in approach and avoidance trends, and (c) a third group of students who showed variations in their level of self-regulation and multiple academic goal orientation. Students of the three groups obtained passing grades in the evaluation regardless of their level of self-regulation and academic goal orientation. Conclusion. The procedural approach to self-regulated learning and academic goals permitted the acquisition of relevant information for advancing the understanding of these variables, and it is therefore recommended to continue with this type of study to explore students' performance in real time and its variations.

Escopo. Explorar a relação entre aprendizagem autorregulado, metas académicas e rendimentos numa avaliação académica de oito estudantes universitários. Metodologia. Foi realizada uma entrevista semiestruturada, uma observação direita de uma sessão de estudo e protocolos verbais durante e depois da sessão. Resultados. Em relação com as metas académicas, foi achado que três estudantes tiveram uma única orientação a metas de domínio por aproximação, enquanto cinco estudantes estiveram orientados a múltiplas metas académicas. Sobre a aprendizagem autorregulada, achou-se estudantes com baixos e altos níveis. Em relação a aprendizagem autorregulada, metas académicas e rendimento na avaliação, foi possível identificar três grupos de estudantes: (a) altos níveis de autorregulação e orientação única a metas de domínio por aproximação, (b) baixos níveis de autorregulação e múltipla orientação a metas de domínio e execução em tendências de aproximação e evitação, e (c) variações no nível de autorregulação com múltipla orientação a metas académicas. Todos os estudantes obtiveram calcificações aprobatórias na avaliação, independentemente de seu nível de autorregulação e da orientação a metas académicas. Conclusão. A abordagem procedimental da aprendizagem autorregulada, em função das metas académicas, permitiu obter informação relevante para a compreensão deste processo, pelo que recomenda-se seguir fazendo este tipo de estudos para dar conta dos diferentes funcionamentos dos estudantes universitários em tempo real, de suas variações e relação com outros aspetos motivacionais involucrados em seus processos de aprendizagem.

Orientaciones de meta en Educación Física y nivel de actividad físico-deportiva en estudiantes mexicanos / Goal Orientation in Physical Education and Physical Activity Level on Mexican Students

Se evalúan las orientaciones de meta en Educación Física de estudiantes mexicanos, así como las diferencias según sexo, edad, implicación en actividad físico-deportiva y nivel de práctica habitual. Se administró un cuestionario por autorreporte a 1.083 estudiantes mexicanos regiomontanos de secundaria (12-16 años; error ± 3 %, IC = 95.5 %), por muestreo polietápico estratificado por afijación proporcional y conglomerados. El análisis factorial confirmatorio apoyó el modelo teórico hipotetizado de dos factores para TEOSQ-12EF, mostrando excelente bondad de ajuste del modelo original. Tanto chicos como chicas tienen, principalmente, una orientación a la tarea, estando los chicos más orientados al ego que las chicas. Según aumenta el nivel de actividad física, incrementa la orientación al ego y a la tarea.

Are assessed goal orientations in physical education of Mexican students and differences by sex, age, involvement in regular exercise and practice level? Self- administered questionnaire about habitual physical activity was administered in 1083 high school Mexican students (12/16 years; error ± 3%, CI = 95.5%) using a multistage sampling stratification by proportional affix and by conglomerates. Factor analysis confirmatory supported the hypothesized theoretical model of two factors for TEOSQ-12EF showing excellent goodness of fit of the original model. Both boys and girls have primarily a task orientation, with boys more ego-oriented than girls. With increasing levels of physical activity, increases task and ego orientations.

The mediating role of perceived competence: testing a motivational sequence in university students / El rol mediador de la competencia percibida: análisis de una secuencia motivacional en estudiantes universitarios

In order to test the mediating role of perceived competence between each goal orientation (i.e. task and ego orientations) and intrinsic motivation in a motivational sequence in the context of university education, two models based on the cognitive evaluation theory and the achievement goal theory were tested with 276 Bolivian undergraduate students (138 males, 138 females), who completed Spanish versions of instruments designed to assess motivation, perceived competence, and positive emotions and interest. Two models were found with structural equation modeling techniques, one for ego orientation and one for task orientation. Results showed that perceived competence acts as a good mediator in the relation between ego orientation and intrinsic motivation, and as a partial mediator in the relation between task orientation and intrinsic motivation.

Con el objetivo de probar el rol mediador de la competencia percibida entre cada una de las orientaciones de meta (ego y tarea) y la motivación intrínseca en una secuencia motivacional en el contexto universitario, se examinaron dos modelos basados en la teoría de la evaluación cognitiva y en la teoría de metas de logro. Las versiones en español de varias pruebas de motivación para evaluar la competencia percibida y las emociones positivas y el interés, fueron completadas por 276 (138 hombres y 138 mujeres) estudiantes universitarios bolivianos. Mediante la técnica de ecuaciones estructurales se verificaron dos modelos, uno para la orientación al ego y otro para la orientación a la tarea. Los resultados mostraron que la competencia percibida resulta un buen mediador en la relación entre orientación al ego y motivación intrínseca, y un mediador parcial en la relación entre orientación a la tarea y motivación intrínseca.

Desempeño docente y su relación con orientación a la meta, estrategias de aprendizaje y autoeficacia: un estudio con maestros de primaria de Lima, Perú / Teacher's performance and its relationship to goal orientation, learning strategies and self-efficacy: a study with elementary school teachers in Lima, Peru

El objetivo fue estudiar la relación existente entre la orientación a la meta, estrategias de aprendizaje, autoeficacia y la percepción del desempeño docente en profesores de Educación Primaria de Lima Metropolitana. La muestra estuvo conformada por 313 maestros de las diferentes UGEL (es) de Lima Metropolitana, de los cuales 224 son del sexo femenino y 89 del sexo masculino. Los instrumentos utilizados en el estudio fueron: el Cuestionario de Orientación a la Meta del Profesor (PALS, 1997, 2000), el Cuestionario Estrategias de Aprendizaje y Metacognitiva (MSQL, 1991), la Escala de Eficacia Percibida de los maestros de Tschannen-Moran y Woolfok (2001) y el Cuestionario de Autorreporte del Desempeño Docente (Fernández, 2002). Los resultados indican la existencia de relación positiva entre las variables estudiadas. Asimismo se identifica la influencia de la variable prácticas de aprendizaje del maestro, sobre el desempeño docente según los niveles de autoeficacia y las estrategias de aprendizaje. Se discuten los resultados en función de los objetivos del estudio.

The objective was to study the relationship between goal orientation,learning strategies, self efficacy and perception of teaching performance inelementary teachers in Metropolitan Lima. The sample consisted of 313teachers from the various UGEL (Lima’s Educative Management Units), 224women and 89 men. The instruments used in the study were: the TeacherOrientation Questionnaire (PALS, 1997, 2000), the Motivated Strategies for Learning Questionnaire (MSQL, 1991), the Teacher’s Perceived EfficacyScale by Tschannen-Moran and Woolfolk (2001) and the Teaching Performance Self-Report Questionnaire (Fernández, 2002). The results indicatethe existence of positive relationships among the studied variables. Theresults are discussed according to the goals of the study.

The Effects of Achievement Goal Orientation and Self-efficacy on Course Interests and Academic Achievement in Medical Students / 한국의학교육

PURPOSE: The purpose of this study is to compare the effects of achievement goal orientation and self-efficacy across grade levels; to verify correlations among achievement goal orientation, self-efficacy, course interests and academic achievement (GPA); and to examine predictions of achievement goal orientation and self-efficacy on course interests and academic achievement (GPA) across grade levels. METHODS: Participants were 347 medical students with the breakdown being premedical students (n=104, 30.0%), first-year medical students (n=130, 37.5%), and third-year medical students (n=113, 32.5%). The scales of 3 achievement goal orientations (performance approach, performance avoidance, and mastery), academic self-efficacy, and course interests were used in the study. The final grade was used as the academic achievement (GPA). We conducted a one-way ANOVA, Pearson's correlation analysis, and multiple regression analysis to resolve the research questions. RESULTS: Premedical students revealed higher performance approach and higher self-efficacy than medical students. First-year medical students had higher mastery goal. Third-year medical students showed higher performance avoidance and lower mastery goal than the first-year medical students and premedical students. Course interests correlated positively with performance approach, mastery goal, and self-efficacy regardless of grade level. Academic achievement correlated positively with performance approach, mastery goal and self-efficacy in premedical students and performance approach and mastery goal in first-year medical students. Performance approach and self-efficacy showed positive correlations with academic achievement in third-year medical students. For course interests, mastery goal and performance approach were the best predictors; and for academic achievement, performance approach was the best predictor in all participants. Mastery goal in premedical students and self-efficacy in third-year medical students significantly predicted academic achievement. CONCLUSION: These findings suggest that, to enhance course interests and academic achievement, it is desirable to consider individual characteristics such as academic goal orientation and level of self-efficacy when designing the learning environment.

Goal orientation and mastery climate: a review of contemporary research and insights to intervention

This manuscript is a review of human achievement motivational theory, that emphases goal orientation and mastery climates. Specifically, it provides an overview of goal orientation researches and discusses how much the implementation of motivational climates in learning settings affects children and adolescents' psychological and behavioral responses. The manuscript concludes with further discussion about researches in this field, and emphases the in learning environments practical application.

Este artigo é uma revisão da teoria motivacional de conquistas, com ênfase na orientação de metas e contextos motivacionais para a maestria. Especificamente, o artigo propicia uma visão geral de pesquisas conduzidas em orientação de metas e discute como a implementação de contextos de motivação na aprendizagem influencia respostas psicológicas e comportamentais de crianças e adolescentes. O artigo conclui com uma discussão crítica sobre linhas de pesquisas futuras nesta área, enfatizando a aplicação prática em contextos de aprendizagem.

Development of Investigative Study According to Cycles of Self-regulated Learning / 中华医学教育探索杂志

There exists different view in the goal of investigative study.Based on the self-fulfilling cycles of self-regulated learning,the author of the article puts forward that developing the ability of self-regulated learning by doing investigative study according to each phase characteristic of self-regulated learning is one of the important goals of investigative study.