RT Journal Article
T1 The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active
A1 Fierro Suero, Sebastián
A1 Castillo, Isabel
A1 Almagro Torres, Bartolomé Jesús
A1 Sáenz-López Buñuel, Pedro
AB Introduction: This study aims to understand how emotions and motivationinfluence the academic achievement of physical education (PE) students and theirfuture intention to practice physical activity (PA). Despite the influence on student’sbehaviors and the reciprocal associations between motivation and emotion, thenumber 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 basicpsychological needs (BPN) predicted students’ BPN satisfaction, which in turnpredicted their autonomous motivation and positive emotions, and negativelypredicted their negative emotions. Finally, autonomous motivation predictedstudents’ intention to be physically active, whereas academic achievement waspredicted by both autonomous motivation and emotions. We conclude that tobetter understand the consequences of PE classes, it is necessary to considerboth constructs.
PB Frontiers Media
SN 1664-1078 (electrónico)
YR 2023
FD 2023-08-20
LK https://hdl.handle.net/10272/23288
UL https://hdl.handle.net/10272/23288
LA eng
NO Fierro-Suero, S., Castillo, I., Almagro, B. J., & Saénz-López, P. (2023). The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active. In Frontiers in Psychology (Vol. 14). Frontiers Media SA. https://doi.org/10.3389/fpsyg.2023.1253043
NO This work was supported by the University Teacher Training Programme (FPU18/04855) and (EST19/00402), granted by the Ministry of Science, Innovation and Universities, Government of Spain; the Generalitat Valenciana (BEST/2021/147); the Education, Motricity and Research Group of Huelva (HUM643); and by the Research Center for Contemporary Thought and Innovation for Social Development (COIDESO), University of Huelva (Spain).
DS Repositorio Institucional de la Universidad de Huelva
RD 31 may 2026