Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants
2.2. Measurement Instruments
2.3. Procedure
2.4. Data Analysis
3. Results
3.1. Descriptive and Correlation Analysis
3.2. Cluster Analysis
3.3. Clusters’ Differences According to Sex and Age
3.4. Differences in School Satisfaction and Teaching Competence
4. Discussion and Conclusions
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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M | SD | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
---|---|---|---|---|---|---|---|---|---|---|---|
1. Low engagement or irresponsibility | 2.00 | 0.90 | 0.70 ** | 0.64 ** | 0.59 ** | −0.25 ** | −0.18 ** | 0.18 ** | 0.01 | 0.26 ** | −0.21 ** |
2. Fails to follow directions | 1.65 | 0.84 | − | 0.71 ** | 0.66 ** | −0.19 ** | −0.14 ** | 0.26 ** | 0.06 | 0.18 ** | −0.15 ** |
3. Distracts or disturbs others | 1.49 | 0.79 | − | − | 0.79 ** | −0.10 ** | −0.05 | 0.24 ** | 0.04 | 0.24 ** | −0.12 ** |
4. Poor self-management | 1.42 | 0.83 | − | − | − | −0.08 * | −0.04 | 0.20 ** | 0.04 | 0.19 ** | −0.10 ** |
5. Intrinsic motivation | 4.94 | 1.36 | − | − | − | − | 0.82 ** | 0.17 ** | 0.30 ** | −0.12 ** | 0.43 ** |
6. Extrinsic motivation | 4.85 | 1.25 | − | − | − | − | − | 0.29 ** | 0.29 ** | −0.16 ** | 0.39 ** |
7. Amotivation | 3.72 | 1.57 | − | − | − | − | − | − | 0.16 ** | 0.11 ** | 0.06 |
8. Satisfaction with school | 2.80 | 0.87 | − | − | − | − | − | − | − | −0.32 ** | 0.21 ** |
9. Boredom with school | 3.03 | 1.04 | − | − | − | − | − | − | − | − | −0.14 ** |
10. Teaching competence | 5.36 | 1.16 | − | − | − | − | − | − | − | − | − |
Subescales | Group A Ward’s Method (Hierarchical) | Group B k-Means Method (Nonhierarchical) | ||||||||
---|---|---|---|---|---|---|---|---|---|---|
Cluster 1 (n = 43) | Cluster 2 (n = 328) | Cluster 1 (n = 50) | Cluster 2 (n = 336) | |||||||
“High Disruptive Behaviors” | “Low Disruptive Behaviors” | “High Disruptive Behaviors” | “Low Disruptive Behaviors” | |||||||
M | SD | M | SD | M | SD | Z | M | SD | Z | |
Low engagement or irresponsibility | 3.48 | 0.92 | 1.82 | 0.69 | 3.56 | 0.68 | 1.73 | 1.75 | 0.67 | −0.27 |
Fails to follow directions | 3.33 | 0.93 | 1.46 | 0.56 | 3.12 | 0.87 | 1.75 | 1.41 | 0.52 | −0.29 |
Distracts or disturbs others | 3.23 | 0.94 | 1.29 | 0.40 | 3.07 | 0.93 | 2.00 | 1.24 | 0.38 | −0.32 |
Poor self-management | 3.26 | 0.98 | 1.22 | 0.46 | 3.07 | 1.05 | 1.98 | 1.14 | 0.31 | −0.34 |
Intrinsic motivation | 4.88 | 1.15 | 4.92 | 1.36 | 4.45 | 1.21 | −0.36 | 5.08 | 1.37 | 0.20 |
Extrinsic motivation | 4.80 | 1.08 | 5.02 | 1.31 | 4.59 | 1.10 | −0.21 | 4.92 | 1.22 | 0.06 |
Amotivation | 5.08 | 1.00 | 3.63 | 1.57 | 4.82 | 1.36 | 0.98 | 3.55 | 1.56 | −0.14 |
Subescales | Cluster 1 (n = 97) “High Disruptive Behaviors” | Cluster 2 (n = 661) “Low Disruptive Behaviors” | ||||
---|---|---|---|---|---|---|
M | SD | Z | M | SD | Z | |
Low engagement or irresponsibility | 3.49 | 0.80 | 1.66 | 1.79 | 0.68 | −0.24 |
Fails to follow directions | 3.22 | 0.89 | 1.87 | 1.43 | 0.54 | −0.26 |
Distracts or disturbs others | 3.15 | 0.92 | 2.10 | 1.26 | 0.38 | −0.30 |
Poor self-management | 3.22 | 1.00 | 2.17 | 1.17 | 0.35 | −0.31 |
Intrinsic motivation | 4.59 | 1.31 | −0.46 | 4.99 | 1.35 | 0.35 |
Extrinsic motivation | 4.72 | 1.21 | −0.11 | 4.87 | 1.25 | 0.13 |
Amotivation | 4.59 | 1.36 | 1.15 | 3.60 | 1.56 | −0.18 |
Subescales | Sex | Age | |||||||
---|---|---|---|---|---|---|---|---|---|
Boys | Girls | 13 | 14 | 15 | 16 | 17 | 18 | ||
n = 347 | n = 411 | n = 144 | n = 232 | n = 164 | n = 153 | n = 41 | n = 24 | ||
45.8% | 54.2% | 19.0% | 30.6% | 21.6% | 20.2% | 5.4% | 3.2% | ||
Cluster 1 | n = 97% Residues | 67 | 30 | 14 | 30 | 25 | 15 | 5 | 5 |
69.10% | 30.90% | 14.40% | 32.90% | 26.80% | 15.50% | 5.20% | 5.20% | ||
1.49 | −1.49 | 0.92 | 0.83 | 0.76 | −0.45 | −0.85 | −1.21 | ||
Cluster 2 | n = 661% Residues | 280 | 381 | 128 | 201 | 140 | 137 | 36 | 19 |
42.4% | 57.6% | 19.4% | 30.3% | 21.1% | 20.8% | 5.5% | 2.9% | ||
−0.52 | 0.52 | −0.39 | −0.60 | −0.55 | 0.56 | 0.37 | 0.63 |
Subescales | Cluster 1 | Cluster 2 | ||||||
---|---|---|---|---|---|---|---|---|
M | SD | M | SD | F | p | d | Power Observed | |
Satisfaction with school | 2.91 | 1.06 | 2.78 | 0.84 | 1.81 | 0.178 | 0.00 | 0.27 |
Boredom with school | 3.46 | 1.04 | 2.97 | 1.02 | 18.92 | 0.000 | 0.41 | 0.99 |
Teaching competence | 5.04 | 1.21 | 5.41 | 1.16 | 8.53 | 0.004 | 0.29 | 0.83 |
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Granero-Gallegos, A.; Gómez-López, M.; Baena-Extremera, A.; Martínez-Molina, M. Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education. Int. J. Environ. Res. Public Health 2020, 17, 114. https://doi.org/10.3390/ijerph17010114
Granero-Gallegos A, Gómez-López M, Baena-Extremera A, Martínez-Molina M. 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. 2020; 17(1):114. https://doi.org/10.3390/ijerph17010114
Chicago/Turabian StyleGranero-Gallegos, Antonio, Manuel Gómez-López, Antonio Baena-Extremera, and Marina Martínez-Molina. 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, no. 1: 114. https://doi.org/10.3390/ijerph17010114
APA StyleGranero-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. https://doi.org/10.3390/ijerph17010114