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Anales de Psicología

versión On-line ISSN 1695-2294versión impresa ISSN 0212-9728

Resumen

MORENO-MURCIA, Juan Antonio et al. Relations of feed-back and teacher communication barriers with intrinsic motivation among adolescent students in physical education. Anal. Psicol. [online]. 2013, vol.29, n.1, pp.257-263. ISSN 1695-2294.  http://dx.doi.org/10.6018/analesps.29.1.161881.

This study examined the relationship between different types of feed-back and avoidmg the teachers communication bamers with students and intrinsic motivation in physical education classes. Students (n = 214) completed a set of questionnaires that assessed the perception of the teacher feedback, the use of communication strategies to overcome the barriers of communication with students and intrinsic motivation. The results showed positive relationships between the general positive feedback received, the knowledge of perceived performance and general positive and nonverbal feedback, as well as the avoidance of barriers to communication and students' intrinsic motivation. In addition, regression analysis revealed that use of the generally positive feedback and the knowledge of the perceived performance predicted a classroom atmosphere free of communication barriers. The results are discussed in the context of improving the quality of teaching in physical education classes.

Palabras clave : Verbal communication; nonverbal communication; communication bamers; intrinsic motivation; physical education.

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