Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education
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Granero-Gallegos, Antonio; Gómez López, Manuel; Baena Extremera, Antonio; Martínez-Molina, MarinaEditorial
MDPI
Materia
Secondary education Adolescence Satisfaction with school Bored with school Teaching
Date
2019-12-23Referencia bibliográfica
Granero-Gallegos, A., Gómez-López, M., Baena-Extremera, A., & Martínez-Molina, M. (2020). Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education. International Journal of Environmental Research and Public Health, 17(1), 114.
Abstract
The objectives of this work were two-fold: Firstly, to identify the profiles of disruptive
behaviours and motivation in secondary school physical education students using cluster analysis;
and secondly, to analyse the interaction of the profiles with school satisfaction and perceived teaching
competence. A group of 758 secondary school students (54.2% female) between the ages of 13 and 18
(M= 15.22, DT = 1.27) participated in the study by responding to the following scales: The Disruptive
Behaviours in Physical Education Questionnaire, The School Satisfaction Scale, The Sport Motivation
Scale adapted to Physical Education, and the Evaluation of Teaching Competencies Scale in Physical
Education. The cluster analysis established two distinct profiles: High levels of disruptive behaviours
and low levels of disruptive behaviours. The results showed that the students with the high disruptive
behaviours profile were mostly boys, having low levels of intrinsic motivation and high levels of
amotivation and misbehaviour in the classroom. In contrast, those students with the low disruptive
behaviours profile were mostly girls, having the highest levels of intrinsic motivation and the lowest
levels in all the disruptive behaviours. It was shown that students exhibiting the worse classroom
behaviours were more bored in school, while those students with better behaviour perceived greater
teaching competence.