PREDICTION OF SOCIAL GOALS ACCORDING TO THE EXPERIENCE OF PHYSICAL EDUCATION TEACHERS

Abstract

Abstract: The aim was to analyze the relationship of prediction of social goals as teacher experience and perceived motivational climate, discipline strategies and attitudes of students in Physical Education (PE). The sample consisted of 2002 students between 12-19 years of age. A questionnaire consisting of: Social Goals in PE Scale, Learning Orientation Questionnaire and Performance in PE Classes, Teacher Strategies for Maintaining Discipline in Class Scale and Student Conduct towards Teachers and Content in PE Program attitudes Questionnaire. We performed a linear regression analysis using the teacher experience variable selection and social goals. The job climate is a predictor of social goals throughout the teacher's career. As the years pass, teachers should continue to work, making sure students have a good attitude towards the teacher and towards the PE, and not only in the first part of their work experience. Also, one should make an effort to maintain a discipline based on intrinsic reasons.Keywords: respect, responsibility, motiva tion, discipline, attitudeIntroductionThe Law 8/2013 of Improving Education Quality [Spanish Education Law] states that the quality of education needs to be improved in Spain and also that it has to reach all youth without exclusions. In order to improve both educational contents and students' learning, teachers have to create a learning environment which helps students but students also have to learn to obey rules and roles (goals), they have to be disciplined and above all, they need to show a positive attitude towards the contents they are learning and the person who is focused on teaching them. These are some of the many variables, which play a decisive role when it comes to producing an effective educational system.We will refer to the popular Achievement Goal Theory (Ames, 1992a, 1992b; Nicholls, 1989) in order to explain some of the aforementioned vari ables a nd h ow and why people beha ve i n ach ievement settin gs (Murayama, Elliot, & Friedman, 2012). Regarding the conceptualization of achievement goals, large differences can be found (see Elliot, 2005; DeShon & Gillespie, 2005; Maehr & Zusho, 2009; Pintrich, 2000; and other authors).According to Ames (1992) and Nicholls (1989), this theory analyzes the different dispositional and environmental factors affecting students' achievement motivation. When they find themselves in achievement environments such as schools, people - students in this case - act motivated by achievement of success understood in terms of personal enrichment and improvement, which entails efforts and involvement (task oriented goal) or in terms of excelling in relation to others and achieving better results (ego oriented goal). Thus, students will create a subjective perception of success according to the criterion they use to define what accounts for success. This criterion will depend on personal factors (dispositional orientation) and on social and situational factors (motivational climate).In the case of motivational climate, it is continuously created and affected by factors such as parents, teachers, friends and even the media and can be classified into two types: task or mastery motivational climate and ego or competitive motivational climate. Therefore, the goal of students perceiving a task climate (mastery climate) will be mastering the task we propose to them in class and their sense of competence will be increased once they succeed. By contrast, the goal of students perceiving an ego climate (competitive climate) is to show their competence in relation to the other students and they will associate failure with their lack of ability (Gonzalez-Cutre, Sicilia, & Moreno, 2011; Moreno et al., 2013). In spite of this, research of multiple goals has empirically shown that instead of adopting an exclusive goal, many students choose various goals when they engage in learning a task or content (Ingles et al. …