The Role of Controlled Motivation in the Self-Esteem of Adolescent Students in Physical Education Classes
The aim of this cross-sectional study was to analyse the relationships between the satisfaction of psychological basic needs, physical education, academic controlling motivation, and self-esteem, and to propose a prediction model in line with the postulates from the hierarchical model found in the s...
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| Autores principales: | , , , , , |
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| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
MDPI AG
2021
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/9ec62c8fdc8c4e37a8b7c89d16f0383a |
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| Sumario: | The aim of this cross-sectional study was to analyse the relationships between the satisfaction of psychological basic needs, physical education, academic controlling motivation, and self-esteem, and to propose a prediction model in line with the postulates from the hierarchical model found in the self-determination theory. The participants were 618 physical education students from primary and secondary school (317 girls and 301 boys) aged between 10 and 14 years old (<i>M</i> = 11.62; <i>SD</i> = 0.94). The questionnaires basic psychological needs in exercise measurement scale (BPNES), perceived locus of causality scale (PLOC), the academic motivation scale (EME), and physical self-perception profile (PSPP) were used to measure the studied variables. The results showed that autonomy and relatedness significantly and negatively predicted physical education controlling motivation, which predicted a positive and significant academic controlling motivation. This, in turn, negatively and significantly predicted self-esteem. It is concluded that it is essential to avoid controlling motivation to promote the development of a positive self-perception in students. |
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