584
Views
3
CrossRef citations to date
0
Altmetric
Articles

The development of student autonomy in Spain over the last 10 years: a review

ORCID Icon & ORCID Icon
Pages 1329-1348 | Received 03 Aug 2020, Accepted 25 Sep 2021, Published online: 24 Jan 2022

References

  • Aibar, A., Julián, J. A., Murillo, B., García-González, L., Estrada, S., & Boys, J. (2015). Actividad física y apoyo de la autonomía: El rol del profesor de Educación Física. Revista de Psicología del Deporte, 24(1), 1–7. https://www.rpd-online.com/article/view/aibar_solana_julian_etal
  • Allen, J. P., Hauser, S. T., Bell, K. L., & O'Connor, T. G. (1994). Longitudinal assessment of autonomy and relatedness in adolescent-family interactions as predictors of adolescent ego development and self-esteem. Child Development, 65, 179–194. https://doi.org/10.2307/1131374
  • Arnold, L. (2006). Understanding and promoting autonomy in UK online higher education. International Journal of Instructional Technology & Distance Learning, 3(7).
  • Baena-Extremera, A., Granero-Gallegos, A., Baños, R., & Del Mar Ortiz-Camacho, M. (2018). Can physical education contribute to learning English? Structural model from self-determination theory. Sustainability, 10, 3613. https://doi.org/10.3390/su10103613
  • Balluerka, N., Gorostiaga, A., Alonso-Arbiol, I., & Aritzeta, A. (2016). Peer attachment and class emotional intelligence as predictors of adolescents’ psychological well-being: A multilevel approach. Journal of Adolescence, 53, 1–9. https://doi.org/10.1016/j.adolescence.2016.08.009
  • Bernal Guerrero, A. (2014). Competencia emprendedora e identidad personal. Una investigación exploratoria con estudiantes de Educación Secundaria Obligatoria. Revista de educación, 363, 384–411. https://doi.org/10.4438/1988-592X-RE-2012-363-192
  • Caldeiro-Pedreira, M., Rodríguez Rosell, M., Zubizarreta, A., & Renés, P. La autonomía mediática del alumnado de Educación Infantil y Bachillerato: El caso español. (2018). Revista Mediterránea de Comunicación, 9(10), 275. https://doi.org/10.14198/MEDCOM2018.9.2.17
  • Canga, A. (2011). El portafolio como recurso para la reflexión y la autoevaluación en alumnos con dificultades de aprendizaje. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, 16, 137–153.
  • Carr, W. (1996). Una teoría para la educación: Hacia una investigación educativa crítica. Morata.
  • COE. (2009). Languages of schooling and the right to plurilingual and intercultural schooling. Retrieved June 15, 2014 from http://www.coe.int/t/dg4/linguistic/Schoollang_EN.asp.#P37_3729.
  • Deci, E. L., & Ryan, R. (2013). The importance of autonomy for development and well-being. In B. Sokol, F. Grouzet, & U. Müller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 19–46). Cambridge University Press. https://doi.org/10.1017/CBO9781139152198.005
  • Di Fuccia, D., & Sanchez Diaz, I. (2016). Chemie im Kontext: A context based methodology for chemistry teaching and its adaptation in Spain and Argentina. INTED2016 Proceedings Valencia (Spain), 8067–8076. https://doi.org/10.21125/inted.2016.0898.
  • Diana, A., Miguel, P., González Ponce, I., Pulido, J., & Del Villar, F. (2016). Motivation towards dance within physical education according to teaching technique and gender. South African Journal for Research in Sport, Physical Education and Recreation, 38(2), 1–16. https://www.ajol.info/index.php/sajrs/article/view/141732
  • Fernández-Río, J. & Suarez, C. (2016). Feasibility and students' preliminary views on parkour in a group of primary school children. Physical Education and Sport Pedagogy, 21(3), 281–294. https://doi.org/10.1080/17408989.2014.946008
  • Fernández, A., Rodríguez Fórtiz, M., Rodríguez, M., & Martínez Segura, M. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77–90. https://doi.org/10.1016/j.compedu.2012.09.014
  • Freire, P. (1970). Pedagogía del Oprimido. Tierra Nueva.
  • Freire, P. (1997). Pedagogía de la Autonomía. Siglo XXI.
  • Gaete, V. (2015). Adolescent psychosocial development. Revista chilena de pediatría, 86(6), 436–443.
  • García Martínez, S. (2016). Percepciones y Valoraciones de Alumnos en Edad Escolar sobre su Experiencia de Aprendizaje en un Programa Semipresencial de Lengua y Cultura Españolas. RIED Revista Iberoamericana de Educación a Distancia, 19(2), 237–262. https://doi.org/10.5944/ried.19.2.15398
  • García-Romero, C., Méndez-Giménez, A., & Cecchini-Estrada, J. A. (2019). Papel predictivo de las metas de logro 3x2 sobre la necesidad de autonomía en Educación Física. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 6(1), 2–17. https://doi.org/10.17979/sportis.2020.6.1.5799
  • Gómez-López, M., Extremera, A., Granero Gallegos, A., Castellón-Rubio, I., & Abraldes, J. A. (2015). Self-determined, goal orientations and motivational climate in physical education. Collegium Antropologicum, 39(1), 33–41.
  • González-Castaño, V., Medina-Pérez, C., & del Rincón-Igea, D. A. (2014). Effects of project-based learning on students’ achievement Level in Primary School. ICERI2014 Proceedings Sevilla (Spain), 5720–5725.
  • González-Cutre, D., Sicilia, Á., Beas-Jiménez, M., & Hagger, M. S. (2014). Broadening the trans-contextual model of motivation: A study with Spanish adolescents. Scandinavian Journal of Medicine & Science in Sports, 24(4), e306–e319. https://doi.org/10.1111/sms.12142
  • Gozálvez, V., & Aguaded, J. I. (2012). Educación para la autonomía en sociedades mediáticas. Análisi, 45, 1–14. 10.2222/85.gl/rLUjDA
  • Granero Gallegos, A., Baena Extremera, A., Sánchez Fuentes, J. A., & Martínez Molina, M. (2014). Perfiles motivacionales de apoyo a la autonomía, autodeterminación, satisfacción, importancia de la educación física e intención de práctica física en tiempo libre. Cuadernos De Psicología Del Deporte, 14(2), 59–70. https://doi.org/10.4321/S1578-84232014000200007
  • Habermas, J. (1972). Knowledge and human interests. Heinemann.
  • Hagger, M. S., Chatzisarantis, N. L. D., Hein, V., Pihu, M., Soós, I., & Karsai, I. (2007). The perceived autonomy support scale for exercise settings (PASSES): Development, validity and cross-cultural invariance in young people. Psychology of Sport and Exercise, 8, 632–653. https://doi.org/10.1016/j.psychsport.2006.09.001
  • Hein, V., Emeljanovas, A., Ries, F., Valantine, I., Ekler, J. H., & López, P. G. (2018). The perception of the autonomy supportive behaviour as a predictor of perceived effort and physical self-esteem among school students from four nations. Montenegrin Journal of Sports Science and Medicine, 7(1), 21–30. https://doi.org/10.26773/mjssm.180303
  • Hinojo, F. J., López , J., Fuentes, A., Trujillo, J. M., & Pozo, S. (2019). Academic effects of the use of flipped learning in physical education. International Journal of Environmental Research and Public Health, 17(1), 276. https://doi.org/10.3390/ijerph17010276
  • Honeycutt, B., & Garrett, J. (2014). Expanding the definition of a flipped learning environments. Faculty focus. Higher Education Teaching Strategies from Magna Publications. http://ecommons.med.harvard.edu/ec_res/nt/35B9D411-8F7C-48D4-A321-B996C46FD908/expanding_the_definition_of_the_Flipped_classroom.pdf
  • Juan-Garau, M., & Jacob, K. (2015). Developing English learners’ transcultural skills through content- and task-based lessons. System, 54(November), 55–68. https://doi.org/10.1016/j.system.2015.04.017
  • Juwono, I. D., & Szabó, A. (2020). The efficacy of Self Determination Theory-based interventions in increasing students’ physical activity: A systematic review. Physical Activity Review, 8(1), 74–86.
  • Laudo, X., & Vilanou, C. (2015). Educational discourse in Spain during the early Franco regime (1936–1943): Toward a genealogy of doctrine and concepts. Paedagogica Historica, 51(4), 434–454. https://doi.org/10.1080/00309230.2015.1046889
  • López, A. L., Etxabe, E., & Montero, D. (2016). Views of students with disabilities about their experience in secondary education in the Basque Country, Spain. Journal of Research in Special Educational Needs, 16, 1090–1094. https://doi.org/10.1111/1471-3802.12254
  • Lucena, F. J., López Belmonte, J., Fuentes Cabrera, A., Trujillo Torres, J. M., & Pozo Sánchez, S. (2019). Academic effects of the use of flipped learning in physical education. International Journal of Environmental Research and Public Health, 17(1), 276. https://doi.org/10.3390/ijerph17010276
  • Manrique Arribas, J. C., Torrego Egido, L., López Pastor, V., & Monjas Aguado, R. (2009). Factores que determinaron una educación física y deportiva de género durante el franquismo. Apunts Educación Física y Deportes, 98, 5–14. https://www.redalyc.org/articulo.oa?id=551656928002
  • Manzano-Sánchez, D., Valero-Valenzuela, A., Conde-Sánchez, A., & Chen, M. Y. (2019). Applying the personal and social responsibility model-based program: Differences according to gender between basic psychological needs, motivation, life satisfaction and intention to be physically active. International Journal of Environmental Research and Public Health, 16(13), 2326. https://doi.org/10.3390/ijerph16132326
  • Méndez-Giménez, A., Fernández-Río, J., & Cecchini-Estrada, J. A. (2016). El modelo de Vallerand en adolescentes asturianos: Implementación y extensión/Vallerand´s Model in Asturian Adolescents: Implementation and Development. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 16(64), 703–722. https://doi.org/10.15366/rimcafd2016.64.006
  • Méndez-Giménez, A., Martínez de Ojeda, D., & España, J. J. (2017). Inteligencia emocional y mediadores motivacionales en una temporada de Educación Deportiva sobre mimo. Ágora para la Educación Física y el Deporte, 19, 52–72. https://doi.org/10.24197/aefd.1.2017.52-72
  • Méndez-Giménez, A., & Pallasá-Manteca, M. (2018). Disfrute y motivación en un programa de recreos activos. Apunts: Educación Física y Deportes, 134, 55–68. https://doi.org/10.5672/apunts.2014-0983.es.(2018/4).134.04
  • Menéndez Santurio, J., & Fernández-Río, J. (2017). Responsabilidad social, necesidades psicológicas básicas, motivación intrínseca y metas de amistad en educación física. Retos, 32(32), 134–139. https://doi.org/10.47197/retos.v0i32.52385
  • Montero-Carretero, C., Barbado, D., & Cervelló, E. (2019). Predicting bullying through motivation and teaching styles in physical education. International Journal of Environmental Research and Public Health, 17(1), 87. https://doi.org/10.3390/ijerph17010087
  • Montero-Carretero, C., & Cervelló, E. (2020). Teaching styles in physical education: A new approach to predicting resilience and bullying. International Journal of Environmental Research and Public Health, 17(1), 76. https://doi.org/10.3390/ijerph17010076
  • Moreno-Murcia, J., & Hernández, E. (2013). The importance of supporting adolescents’ autonomy in promoting physical-sport exercise. The Spanish Journal of Psychology, 16, E81. https://doi.org/10.1017/sjp.2013.81
  • Moreno-Murcia, J. A., Sicilia, A., Sáenz-López, P., González-Cutre, D., Almagro, B. J., & Conde, C. (2014). Análisis motivacional comparativo en tres contextos de actividad. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 14(56), 665–685. http://cdeporte.rediris.es/revista/revista56/artanalisis523.htm
  • Mumbardó-Adam, C., Guàrdia-Olmos, J., & Giné, C. (2018a). Exploring the impact of disability on self-determination measurement. Research in Developmental Disabilities, 78, 27–34. https://doi.org/10.1016/j.ridd.2018.04.022
  • Mumbardó-Adam, C., Guàrdia-Olmos, J., & Giné, C. (2018b). Assessing self-determination in youth with and without disabilities: The Spanish version of the AIR self-determination scale. Psicothema, 30(2), 238–243. https://doi.org/10.7334/psicothema2017.349
  • Mumbardó‐Adam, C., Guàrdia‐Olmos, J., Giné, C., Raley, S. K., & Shogren, K. A. (2018c). The Spanish version of the self–determination inventory student report : Application of item response theory to self–determination measurement. Journal of Intellectual Disability Research, 62(4), 303–311. https://doi.org/10.1111/jir.12466
  • Murillo-Pardo, B., García-Bengoechea, E., Julián-Clemente, J. A., & Generelo Lanaspa, E. (2016). Motivational outcomes and predictors of moderate-to-vigorous physical activity and sedentary time for adolescents in the Sigue la Huella intervention. International Journal of Behavioral Medicine, 23(2), 135–142. https://doi.org/10.1007/s12529-015-9528-5
  • Nasri, N., Dastjerdy, H. V., Rasekh, A. E., & Amirian, Z. (2017). Iranian EFL teachers’ practices and learner autonomy: Do gender, educational degree, and experience matter? Innovation in Language Learning and Teaching, 11(2), 146–158. https://doi.org/10.1080/17501229.2015.1078337
  • Navarro-Patón, R., Basanta-Camiño, S., & Abelairas Gómez, C. (2017). Los juegos cooperativos: Incidencia en la motivación, necesidades psicológicas básicas y disfrute en Educación Primaria. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 3(3), 589–604. https://doi.org/10.17979/sportis.2017.3.3.2088
  • Newton, M. Duda, J. L, & Yin, Z. (2000). Examination of the psychometric properties of the Perceived Motivational Climate in Sport Questionnaire-2 in a sample of female athletes. Journal of Sports Sciences, 18, 275–290. https://doi.org/10.1080/026404100365018
  • Official Gazzette of Andalusia. (2015). Decreto 97/2015, de 3 de marzo, por el que se establece la ordenación y el curriculo de educación primaria en la Comunidad Autónoma de Andalucía. [Decree 97/2015, March 3, for the establishment of primary education curriculum in the autonomous community of Andalusia]. Boletín Oficial de Estado, 50. https://www.juntadeandalucia.es/boja/2015/50/1
  • Official Gazzette of Andalusia. (2016). Decreto 111/2016, de 14 de junio, por el que se establece la ordenación y el currículo de la Educación Secundaria Obligatoria en la Comunidad Autónoma de Andalucía [Decree 111/2016, June 14, for the establishment of compulsory secondary education curriculum in the autonomous community of Andalusia], (122), 27–45. https://www.juntadeandalucia.es/boja/2016/122/2
  • Official Gazzette of Andalusia. (2021). Orden de 15 de enero de 2021, en la cual se desarrolla el currículum correspondiente a las materias de la etapa de Educación Secundaria Obligatoria en la Comunidad Autónoma de Andalucía [Order January 15, 2021, where curriculum for subjects in compulsory secondary education is developed in the autonomous community of Andalusia]. https://www.juntadeandalucia.es/boja/2021/507/3
  • Official Gazette of Spain. (2013). 8/2013, de 9 de diciembre, para la mejora de la calidad educativa [8/13 December 9, for the improvement of educational quality] (Ref. BOE-A-2013-12886), 295, 97858–97921. https://www.boe.es/buscar/pdf/2013/BOE-A-2013-12886-consolidado.pdf
  • Official Gazette of the Basque Country. (2016). Decreto 236/2015, de 22 de diciembre, por el que se establece el currículo de Educación Básica y se implanta en la Comunidad Autónoma del País Vasco [Decree 236/2015, December 22, for basic education in the Basque autonomous community]. https://www.legegunea.euskadi.eus/eli/es-pv/d/2015/12/22/236/dof/spa/html/webleg00-contfich/es/
  • Pérez-González, A. M., Valero-Valenzuela, A., Moreno-Murcia, J. A., & Sánchez-Alcaraz, B. J. (2019). Systematic review of autonomy support in physical education. Apunts: Educació Física i Esports, (138).
  • Peters, R. S. (1979). Democratic values and educational aims. Teachers' College Record, 8(3), 463–482.
  • Raabe, J., Schmidt, K., Carl, J., & Höner, O. (2019). The effectiveness of autonomy support interventions with physical education teachers and youth sport coaches: A systematic review. Journal of Sport & Exercise Psychology. Advance online publication. https://doi.org/10.1123/jsep.2019-0026
  • Ramírez, A. M. (2016). Qué ha sido de Educación para la Ciudadanía con el Partido Popular? Foro de Educación, 14(20), 105–128.
  • Roman, S., & Soriano, S. (2015). Autonomous learning and self-assessment through the European Language Portfolio (ELP): A pilot study on primary education. The Journal of Language Learning and Teaching, 5(2), 37–53. https://dergipark.org.tr/en/pub/jltl/issue/22501/240575
  • Romero, C., Méndez-Giménez, A., & Cecchini-Estrada, J. A. (2019). Papel predictivo de las metas de logro 3x2 sobre la necesidad de autonomía en Educación Física. Sportis. Scientific Journal of School Sport, Physical Education and Psychomotricity, 6(1), 2–17. https://doi.org/10.17979/sportis.2020.6.1.5799
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
  • Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic-dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). University of Rochester Press.
  • Ryan, R. M., & Deci, E. L. (2004). Autonomy is no illusion: Self-determination theory and the empirical study of authenticity, awareness, and will. In J. Greenberg, S. L. Koole, & T. Pyszczynski (Eds.), Handbook of experimental existential psychology (pp. 449–479). Guilford Press.
  • Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications. https://doi.org/10.7202/1041847ar
  • Ryan, R. M., & Deci, E. L. (2019). Brick by brick: The origins, development, and future of self-determination theory. In A. J. Elliot (Ed.), Advances in motivation science (pp. 111–162). Elsevier. https://doi.org/10.1016/bs.adms.2019.01.001
  • Sánchez-Alcaraz Martínez, B., Álvarez-Ramiro, M., Manzano-Sánchez, D., Gómez-Mármol, A., & Mayor-Gómez, M. (2017). Aplicación de un programa basado en el soporte de autonomía en las clases de Educación Física. Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte, 6, 15–25. https://doi.org/10.24310/riccafd.2017.v6i1.3803
  • Sanchez Diaz, I. & Di Fuccia, D. (2016). Chemie im Kontext: A context based methodology for chemistry teaching and its adaptation in Spain and Argentina. INTED2016 Proceedings Valencia (Spain), 8067–8076. https://doi.org/10.21125/inted.2016.0898
  • Sánchez-Oliva, D., Sánchez-Miguel, P. A., Leo, F. M., Kinnafick, F., & García-Calvo, T. (2014). Physical education lessons and physical activity intentions within spanish secondary schools: A self-determination perspective. Journal of Teaching in Physical Education, 33(2), 232–249. https://doi.org/10.1123/jtpe.2013-0043
  • Saugy, J. J., Drouet, O., Millet, G. P., & Lentillon‐Kaestner, V. (2020). A systematic review on self‐determination theory in physical education. Translational Sports Medicine, 3(2), 134–147.
  • Sevil Serrano, J., Abós Catalán, Á., Generelo Lanaspa, E., Aibar Solana, A., & García-González, L. (2016). Importancia del apoyo a las necesidades psicológicas básicas en la predisposición hacia diferentes contenidos en Educación Física [Importance of support of the basic psychological needs in predisposition to different contents in Physical Education]. Retos, 29, 3–8. https://recyt.fecyt.es/index.php/retos/article/view/34855
  • Sevil Serrano, J., Sánchez-Miguel, P. A., Pulido, J. J., Práxedes, A., & Sánchez-Oliva, D. (2018). Motivation and physical activity: Differences between high school and university students in Spain. Perceptual and Motor Skills, 125(5), 894–907. https://doi.org/10.1177/0031512518788743
  • Subirats, M. (2014). La LOMCE: Hacia una educación antidemocrática. Revista interuniversitaria de formación del profesorado, 28(3), 45–57.
  • Tilga, H., Hein, V., & Koka, A. (2017). Measuring the perception of the teachers’ autonomy-supportive behavior in physical education: Development and initial validation of a multi-dimensional instrument. Measurement in Physical Education and Exercise Science, 21, 244–255. https://doi.org/10.1080/1091367X.2017.1354296
  • Tirado-Morueta, R., Berlanga-Fernández, I., Vales-Villamarín, H., Franco, M. D., Duarte-Hueros, A., & Gómez, J. I. (2020). Understanding the engagement of elementary school students in one-to-one iPad programs using an adaptation of self-system model of motivational development. Computers in Human Behaviour, 105, 106224. https://doi.org/10.1016/j.chb.2019.106224
  • Trigueros, R., Aguilar-Parra, J. M., Cangas, A. J., López-Liria, R., & Álvarez, J. F. (2019). Influence of physical education teachers on motivation, embarrassment and the intention of being physically active during adolescence. International Journal of Environmental Research and Public Health, 16(13), 2295. https://doi.org/10.3390/ijerph16132295
  • Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J., Antczak, D., Ntoumanis, N., Ryan, R. M., & Lonsdale, C. (2020). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444–1469. https://doi.org/10.1037/edu0000420
  • Vieira, F. (2020). Pedagogy of experience in teacher education for learner and teacher autonomy. Issues in Teachers´ Professional Development, 22(1), 143–158. https://doi.org/10.15446/profile.v22n1.78079
  • Viñao, A. (2014). From dictatorship to democracy: History of education in Spain. Paedagogica Historica, 50(6), 830–843. https://doi.org/10.1080/00309230.2014.948006
  • Vlachopoulos, S. P., Katartzi, E. S., & Kontou, M. G. (2011). The basic psychological needs in physical education. Journal of Teaching in Physical Education, 30(3), 263–280. 10.1123/jtpe.30.3.263
  • Yurdakul, C. (2017). An Investigation of the relationship between autonomous learning and lifelong learning. International Journal of Educational Research Review, 2(1), 15–2. https://doi.org/10.24331/ijere.309968

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.