Clima de responsabilidad percibido en el aula de Educación Física desde la perspectiva de la Educación Basada en la Responsabilidad, previniendo el olvido, la distracción y las conductas desencadenantes falsas
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- Joseph Lobo+−
- Ramon Carlo Masagca+−
- John Mathew Serrano+−
- John Allen Evangelista+−
- Angelita Ladion+−
- Mark Jordan Galvez+−
Resumen
En los últimos años, el papel de la responsabilidad percibida en los climas de clase ha ganado atención debido a su impacto potencial en el desempeño cognitivo de los estudiantes. Este estudio examinó cómo un marco educativo basado en la responsabilidad influyó en los fallos cognitivos, como el olvido, la distracción y la activación falsa, entre estudiantes universitarios en clases de Educación Física en una Universidad Estatal de Filipinas. Se utilizó una muestra de 617 estudiantes y se realizó un análisis de regresión múltiple para explorar la relación entre el clima de clase de responsabilidad percibida moldeado por estudiantes e instructores y varios fallos cognitivos. Los resultados revelaron que los fallos cognitivos generales fueron significativamente influenciados por el clima de clase de responsabilidad percibida generado tanto por estudiantes como por instructores. En particular, el clima de clase de responsabilidad percibida generado por los estudiantes influyó significativamente en el olvido, mientras que el clima generado por estudiantes e instructores afectó directamente la activación falsa. Aunque el clima general del aula no influyó en la distracción, un análisis independiente mostró que el clima de responsabilidad percibida generado únicamente por los instructores predijo la distracción. Estos hallazgos sugirieron que fomentar una cultura de responsabilidad y apoyo en los entornos educativos podría mejorar las habilidades organizativas y la gestión del estrés de los estudiantes, reduciendo en última instancia los fallos cognitivos. Este estudio representó un avance vital para la investigación educativa al destacar el intrincado vínculo entre la responsabilidad en el aula y los resultados cognitivos, en particular en los entornos de Educación Física. Se analizaron en detalle las implicaciones de estos hallazgos para las prácticas educativas, junto con las recomendaciones y limitaciones del estudio.
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