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Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education

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  • Antonio Granero-Gallegos

    (Department of Education, Faculty of Education Sciences, University of Almeria, 04120 Almeria, Spain
    Health Research Center, University of Almeria, 04120 Almeria, Spain)

  • Manuel Gómez-López

    (Department of Physical Activity and Sport, Faculty of Sport Sciences, University of Murcia, Santiago de la Ribera, 30720 Murcia, Spain
    International Campus of Excellence “Mare Nostrum”, University of Murcia, 30720 Murcia, Spain)

  • Antonio Baena-Extremera

    (Department of Didactic of Corporal Expression, Faculty of Education Sciences, University of Granada, 18071 Granada, Spain)

  • Marina Martínez-Molina

    (Department of Education, Faculty of Education Sciences, University of Almeria, 04120 Almeria, Spain)

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.

Suggested Citation

  • Antonio Granero-Gallegos & Manuel Gómez-López & Antonio Baena-Extremera & Marina Martínez-Molina, 2019. "Interaction Effects of Disruptive Behaviour and Motivation Profiles with Teacher Competence and School Satisfaction in Secondary School Physical Education," IJERPH, MDPI, vol. 17(1), pages 1-14, December.
    • Handle: RePEc:gam:jijerp:v:17:y:2019:i:1:p:114-:d:300961
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    References listed on IDEAS

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    1. Antonio Granero-Gallegos & Pedro Jesús Ruiz-Montero & Antonio Baena-Extremera & Marina Martínez-Molina, 2019. "Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students," IJERPH, MDPI, vol. 16(23), pages 1-15, December.
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