Resumo

MENDEZ-GIMENEZ, Antonio; CECCHINI-ESTRADA, José Antonio  e  RODRIGUEZ-GONZALEZ, Pablo. Perceived competence (three-dimensional), motivational regulations and self-efficacy in physical education. rev.latinoam.psicol. [online]. 2020, vol.52, pp.51-62.  Epub 01-Mar-2021. ISSN 0120-0534.  https://doi.org/10.14349/rlp.2020.v52.6.

Abstract Despite the evolution of the 3 × 2 achievement goal framework, research on three references of competence and its relationship with motivational variables in primary school students is non-existent. The objectives of this research were two: (a) to examine the structural validity of the Questionnaire of Three-dimensional Perceived Competence in Physical Education, and (b) to analyze the predictive patterns of the dimensions of competence on motivational regulations and self-efficacy in learning. A sample of 502 (242 girls) 4th and 5th primary students from 11 schools in northern Spain participated. The results of the CFA, as well as other models (ESEM, CFA-bifactor and ESEM-bifactor) supported the hypothetical model (three-dimensional). The parameters of the tested model were kept invariant through sex. The validity and internal consistency were satisfactory. Regression analysis showed predictive patterns of self-competence and task-competence more adaptive than those of other-competence. The results support the postulates of a three-dimensional achievement goal model and suggest the differentiation of three competence standards from primary education. Intrapersonal and absolute referents should be emphasized, and prioritize the development of self-competence.

Palavras-chave : Competence; achievement goals; selfdetermination.

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