RT Journal Article
T1 Are educator-created (dis)empowering climates equally associated with motivational experiences in physical education pre-service teachers as in foreign language pre-service teachers?
A1 Granero-Gallegos, Antonio
A1 López García, Ginés David
A1 Burgueño, Rafael
K1 Profesores - Formación profesional
K1 Profesores - Aspectos psicológicos
AB Guided by self-determination theory, the objective of the present research was to examine the differences between physical education (PE) and foreign language (FL) pre-service teachers in terms of the associations between perceived educator-created (dis) empowering climates and need-based experiences and motivation. A convenience sample of 246 PE and 208 FL pre-service teachers (57.08% women, Mage=24.92, SD=4.07) parti-cipated in this cross-sectional research. All the participants came from eight Andalusian public universities: Almería (19.8%), Cádiz (5.7%), Córdoba (3.7%), Granada (32.2%), Huelva (3.5%), Jaén (4.8%), Málaga (16.1%) and Sevilla (14.1%). The participants com- pleted the following scales: the Educator-Created Empowering and Disempowering Cli- mate Questionnaire, the Basic Psychological Needs Satisfaction Scale, the Psychological Needs Thwarting Scale, and the Academic Motivation Scale. The results showed that PE pre-service teachers scored significantly higher than FL pre-service teachers in disem- powering climate, need satisfaction and amotivation. The results from the multi-group path analysis revealed that, overall, empowering and disempowering climates were diffe- rentially associated with the motivational outcomes between the PE and FL pre-service teachers. More specifically, FL pre-service teachers had slightly higher associations bet- ween empowering climates and need satisfaction, and between disempowering climates and need frustration. PE pre-service teachers, on the other hand, had slightly stronger relationships between need satisfaction and controlled motivation and autonomous moti- vation, as well as between need frustration and amotivation. Conclusions: the findings un- derscore the importance not only of teacher educators creating empowering climates, but also of avoiding disempowering climates so as to promote adaptive motivational processes in both groups of student teachers.
PB Universidad de Granada
YR 2023
FD 2023-10
LK https://hdl.handle.net/10630/41344
UL https://hdl.handle.net/10630/41344
LA eng
NO Granero‐Gallegos, A., López-García, G. D., & Burgueño, R. (2023). Are educator-created (dis)empowering climates equally associated with motivational experiences in physical education pre-service teachers as in foreign language pre-service teachers? Porta Linguarum, 76(VII), 75–94. https://doi.org/10.30827/portalin.viVII.29163
NO Ref. P20_00148, funded by the Andalusian Plan for Research, Development, and Innovation (PAIDI, 2020) of the Junta de Andalucía.
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 3 mar 2026