Individualism, Competitiveness, and Fear of Negative Evaluation in Pre-adolescents: Does the Teacher's Controlling Style Matter?

Autor:	Salazar-Ayala CM; Faculty of Science of Physical Culture, Autonomous University of Chihuahua, Chihuahua, Mexico., Gastélum-Cuadras G; Faculty of Science of Physical Culture, Autonomous University of Chihuahua, Chihuahua, Mexico., Huéscar Hernández E; Department of Health Psychology, Universidad Miguel Hernández de Elche, Elche, Spain., Núñez Enríquez O; Faculty of Science of Physical Culture, Autonomous University of Chihuahua, Chihuahua, Mexico., Barrón Luján JC; Faculty of Science of Physical Culture, Autonomous University of Chihuahua, Chihuahua, Mexico., Moreno-Murcia JA; Department of Sport Sciences, Universidad Miguel Hernández de Elche, Elche, Spain.
Jazyk:	angličtina
Zdroj:	Frontiers in psychology [Front Psychol] 2021 Apr 29; Vol. 12, pp. 626786. Date of Electronic Publication: 2021 Apr 29 (Print Publication: 2021).
DOI:	10.3389/fpsyg.2021.626786
Abstrakt:	The traditional teaching style in which the teacher is in control and there is a submissive attitude in students is predominant in Mexico. The development of identity in preadolescence is subjected to social groups, which could develop interpersonal difficulties through the controlling teaching style. Although the fear of negative evaluation in students and competitive sport has been studied in education, relatively little research has been done in the area of physical education in relation to the controlling style. The purpose of this study was to investigate the correlation and predictive relationship between controlling teaching and the fear of negative evaluation mediated by the frustration of the basic psychological needs (BPN), controlled motivation, and individualism/competitiveness through the theoretical framework of self-determination theory. Participants were 1132 students in the fifth and sixth grades in public elementary schools in the state of Chihuahua, Mexico, with ages between 10 and 13 ( M = 10.51 years; SD = 0.66 years). Results indicate the perceived controlling teaching style positively predicted the fear of negative evaluation in students of this study through BPN frustration, that is positively related to low-quality motivation, which is related to a higher level of individualism/competitiveness. This, in turn, is proven to be a predictor of the fear of negative evaluation. The results also discuss the promotion of the autonomy support style, avoiding the controlling teaching style, for the minimization of negative results related to the perception of fear and the development of student well-being both within and beyond the school context. Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. (Copyright © 2021 Salazar-Ayala, Gastélum-Cuadras, Huéscar Hernández, Núñez Enríquez, Barrón Luján and Moreno-Murcia.)
Databáze:	MEDLINE
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