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The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active
INTRODUCTION: This study aims to understand how emotions and motivation influence the academic achievement of physical education (PE) students and their future intention to practice physical activity (PA). Despite the influence on student’s behaviors and the reciprocal associations between motivatio...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10548266/ https://www.ncbi.nlm.nih.gov/pubmed/37799530 http://dx.doi.org/10.3389/fpsyg.2023.1253043 |
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author | Fierro-Suero, Sebastián Castillo, Isabel Almagro, Bartolomé J. Saénz-López, Pedro |
author_facet | Fierro-Suero, Sebastián Castillo, Isabel Almagro, Bartolomé J. Saénz-López, Pedro |
author_sort | Fierro-Suero, Sebastián |
collection | PubMed |
description | INTRODUCTION: This study aims to understand how emotions and motivation influence the academic achievement of physical education (PE) students and their future intention to practice physical activity (PA). Despite the influence on student’s behaviors and the reciprocal associations between motivation and emotion, the number of studies addressing both constructs at the same level is very limited. METHODS: A structural equation model was used with 799 students aged 11–17 years (M = 13.16; SD = 1.17). RESULTS AND DISCUSSION: The results showed that the teacher support of the basic psychological needs (BPN) predicted students’ BPN satisfaction, which in turn predicted their autonomous motivation and positive emotions, and negatively predicted their negative emotions. Finally, autonomous motivation predicted students’ intention to be physically active, whereas academic achievement was predicted by both autonomous motivation and emotions. We conclude that to better understand the consequences of PE classes, it is necessary to consider both constructs. |
format | Online Article Text |
id | pubmed-10548266 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-105482662023-10-05 The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active Fierro-Suero, Sebastián Castillo, Isabel Almagro, Bartolomé J. Saénz-López, Pedro Front Psychol Psychology INTRODUCTION: This study aims to understand how emotions and motivation influence the academic achievement of physical education (PE) students and their future intention to practice physical activity (PA). Despite the influence on student’s behaviors and the reciprocal associations between motivation and emotion, the number of studies addressing both constructs at the same level is very limited. METHODS: A structural equation model was used with 799 students aged 11–17 years (M = 13.16; SD = 1.17). RESULTS AND DISCUSSION: The results showed that the teacher support of the basic psychological needs (BPN) predicted students’ BPN satisfaction, which in turn predicted their autonomous motivation and positive emotions, and negatively predicted their negative emotions. Finally, autonomous motivation predicted students’ intention to be physically active, whereas academic achievement was predicted by both autonomous motivation and emotions. We conclude that to better understand the consequences of PE classes, it is necessary to consider both constructs. Frontiers Media S.A. 2023-09-20 /pmc/articles/PMC10548266/ /pubmed/37799530 http://dx.doi.org/10.3389/fpsyg.2023.1253043 Text en Copyright © 2023 Fierro-Suero, Castillo, Almagro and Saénz-López. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Fierro-Suero, Sebastián Castillo, Isabel Almagro, Bartolomé J. Saénz-López, Pedro The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active |
title | The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active |
title_full | The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active |
title_fullStr | The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active |
title_full_unstemmed | The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active |
title_short | The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active |
title_sort | role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10548266/ https://www.ncbi.nlm.nih.gov/pubmed/37799530 http://dx.doi.org/10.3389/fpsyg.2023.1253043 |
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