@article{10272/22356,
year = {2023},
url = {https://hdl.handle.net/10272/22356},
abstract = {Purpose: The objective of the study was to evaluate the relationships among the achievement emotions experienced during physical education classes, the intention to be physically active, and academic achievement. Methods: The sample consisted of 764 Spanish secondary education students (348 boys and 416 girls). Results: Pride, enjoyment, and hopelessness were the main
emotions to explain the intention to be physically active, whereas enjoyment and boredom were the most important emotions to explain academic achievement. Given that boys had a better emotional experience than girls, the effect of gender in the prediction was studied. It highlights the significant moderating effect of gender for enjoyment and pride in the intention to be physically active. Discussion/Conclusion: These results show the need to apply strategies focused on each emotion, taking into account the students’ gender, for those that help to improve their emotional experience during physical education classes.},
organization = {The realization of this work was possible thanks to the predoctoral grant “FPU18/04855” run by the Ministerio de Ciencias, Innovación y Universidades, Gobierno de España. This research project, “Motivational and emotional climate in the classroom,” was supported by “Programa Operativo FEDER Andalucía 2014-2020 (proyectos I+D+i). Code: UHU-202006,” and this work was also supported by Research and Transfer Policy Strategy (EPIT), Research Group HUM643 and COIDESO, University of Huelva.},
publisher = {Human Kinetics},
title = {Achievement emotions, intention to be physically active, and academic achievement in physical education: Gender differences},
doi = {10.1123/jtpe.2021-0230},
author = {Fierro Suero, Sebastián and Sáenz-López Buñuel, Pedro and Carmona Márquez, José and Almagro Torres, Bartolomé Jesús},
}