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dc.contributor.authorFernández Espínola, Carlos
dc.contributor.authorAbad Robles, Manuel Tomás 
dc.contributor.authorAlmagro Torres, Bartolomé Jesús 
dc.contributor.authorGiménez Fuentes-Guerra, Francisco Javier 
dc.date.accessioned2020-07-08T11:02:18Z
dc.date.available2020-07-08T11:02:18Z
dc.date.issued2020-06
dc.identifier.citationFernández Espínola, C., Abad Robles, M. T., Almagro Torres, B. J. ... Giménez Fuentes-Guerra, F. J. (2020). Effects of Cooperative-Learning Interventions on Physical Education Students’ Intrinsic Motivation: A Systematic Review and Meta-Analysis. International Journal of Environmental Research and Public Health, 17(12), 4451. DOI: https://doi.org/10.3390/ijerph17124451es_ES
dc.identifier.issn1660-4601
dc.identifier.urihttp://hdl.handle.net/10272/18479
dc.description.abstractThe aim was to review the effects of cooperative learning interventions on intrinsic motivation in physical education students, as well as to conduct a meta-analysis to determinate the overall effect size of these interventions. The PRISMA guidelines were followed to conduct this systematic review and meta-analysis. The PEDro Scale was used to assess the risk of bias and the GRADE approach was used to evaluate the quality of the evidence. A total of five studies fulfilled the inclusion criteria and they were included in the meta-analysis. Effect size for intrinsic motivation of each study was calculated using the means and standard deviations of the Perceived Locus of Causality Scale (PLOC) before and after the intervention. The overall effect size for intrinsic motivation was 0.38 (95% CI from 0.17 to 0.60) while the heterogeneity was large. Although four of the five studies reported significant within-group improvements in intrinsic motivation, only three studies showed significant between-group differences in favor of the experimental group. The findings showed that program duration and participant age may be relevant factors that must be considered by educators and researchers to conduct future effective interventions. Cooperative learning interventions could be a useful teaching strategy to improve physical education students’ intrinsic motivation. However, given the large heterogeneity and the low quality of the evidence, these findings must be taken with caution.es_ES
dc.language.isoenges_ES
dc.publisherMDPIes_ES
dc.relation.isversionofPublisher’s versión
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 España*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/*
dc.subject.otherCooperative learninges_ES
dc.subject.otherSelf-determination theoryes_ES
dc.subject.otherAchievement goal theoryes_ES
dc.subject.otherSchool-based interventionses_ES
dc.subject.otherTeacher educationes_ES
dc.titleEffects of Cooperative-Learning Interventions on Physical Education Students’ Intrinsic Motivation: A Systematic Review and Meta-Analysises_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.identifier.doi10.3390/ijerph17124451
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES


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