The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active

Sebastián Fierro-Suero; Isabel Castillo; Bartolomé J Almagro; Pedro Saénz-López

doi:10.3389/fpsyg.2023.1253043

The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active

Front Psychol. 2023 Sep 20:14:1253043. doi: 10.3389/fpsyg.2023.1253043. eCollection 2023.

Authors

Sebastián Fierro-Suero¹, Isabel Castillo², Bartolomé J Almagro¹, Pedro Saénz-López¹

Affiliations

¹ Faculty of Education, Psychology and Sports Sciences, University of Huelva, Huelva, Spain.
² Faculty of Psychology and Speech Therapy, University of Valencia, Valencia, Spain.

Abstract

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.

Keywords: academic performance; achievement emotions; control-value theory; physical activity; self-determination theory.

Grants and funding

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).