Fierro-Suero Sebastián, Castillo Isabel, Almagro Bartolomé J, Saénz-López Pedro
Faculty of Education, Psychology and Sports Sciences, University of Huelva, Huelva, Spain.
Faculty of Psychology and Speech Therapy, University of Valencia, Valencia, Spain.
Front Psychol. 2023 Sep 20;14:1253043. doi: 10.3389/fpsyg.2023.1253043. eCollection 2023.
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.
A structural equation model was used with 799 students aged 11-17 years ( = 13.16; SD = 1.17).
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.
本研究旨在了解情绪和动机如何影响体育专业学生的学业成绩以及他们未来进行体育活动（PA）的意愿。尽管对学生行为有影响，且动机与情绪之间存在相互关联，但在同一层面探讨这两个构念的研究数量非常有限。
采用结构方程模型，研究对象为799名11至17岁的学生（平均年龄=13.16；标准差=1.17）。
结果表明，教师对基本心理需求（BPN）的支持预测了学生的BPN满意度，而BPN满意度又预测了他们的自主动机和积极情绪，并对消极情绪有负向预测作用。最后，自主动机预测了学生进行体育活动的意愿，而学业成绩则由自主动机和情绪共同预测。我们得出结论，为了更好地理解体育课的效果，有必要同时考虑这两个构念。
