RT Journal Article
T1 Achievement emotions, intention to be physically active, and academic achievement in physical education: Gender differences
A1 Fierro Suero, Sebastián
A1 Sáenz-López Buñuel, Pedro
A1 Carmona Márquez, José
A1 Almagro Torres, Bartolomé Jesús
AB 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 mainemotions 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.
PB Human Kinetics
SN 0273-5024
SN 1543-2769 (electrónico)
YR 2023
FD 2023
LK https://hdl.handle.net/10272/22356
UL https://hdl.handle.net/10272/22356
LA eng
NO Fierro-Suero, S., Sáenz-López, P., Carmona-Márquez, J. y Almagro, B. J. (2023). Achievement emotions, intention to be physically active, and academic achievement in Physical Education: Gender differences. Journal of Teaching in Physical Education, 42, 114-122. https://doi.org/10.1123/jtpe.2021-0230
NO 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.
DS Repositorio Institucional de la Universidad de Huelva
RD 30 may 2026