Cooperative learning, emotions, and academic performance in physical educationa serial multiple mediation model

  1. Benito León 1
  2. Javier Fernandez-Rio 2
  3. Sergio Rivera-Pérez 1
  4. Damián Iglesias 1
  1. 1 Universidad de Extremadura
    info

    Universidad de Extremadura

    Badajoz, España

    ROR https://ror.org/0174shg90

  2. 2 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2023

Volumen: 29

Número: 1

Páginas: 75-82

Tipo: Artículo

DOI: 10.5093/PSED2023A2 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicología educativa

Resumen

Basado en la teoría del control-valor, este estudio examinó las conexiones entre el grado de cooperación percibido en clase y el rendimiento académico mediado por las emociones negativas y positivas de los estudiantes en educación física. Los participantes (N = 620, 55.5% niñas; Medad = 13.01, DT = 2.10) informaron sobre su percepción del grado de cooperación, emociones negativas (vergüenza, desesperanza, ansiedad, aburrimiento) y emociones positivas (confianza, orgullo, disfrute, tranquilidad) en las clases de educación física. El rendimiento académico se obtuvo de la dirección de los centros educativos. Los resultados de los análisis de regresión lineal múltiple, considerando el grado de cooperación en el aula y las emociones negativas y positivas como variables predictoras, mostraron un vínculo significativamente positivo entre el grado de cooperación en el aula y la variable dependiente rendimiento académico y entre las emociones positivas y el rendimiento académico. Estos resultados explican la repercusión de los contextos de aprendizaje cooperativo y las emociones en el rendimiento académico. Se discuten las implicaciones educativas y la investigación futura.

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