What is it about?
This study investigates the relationship between self-determined motivation and perceived emotional intelligence among 607 students (aged 12–18) in secondary physical education classes in Murcia, Spain. Using the Sport Motivation Scale‑II and the Trait Meta‑Mood Scale, the authors found that intrinsic and identified motivation correlated positively with emotional attention, clarity, and repair. Boys scored higher in most motivation types (excluding amotivation) and emotional clarity, while girls showed higher emotional attention.
Featured Image
Photo by Aleksandar Andreev on Unsplash
Why is it important?
Motivation drives engagement in physical education, and emotional intelligence supports managing feelings like frustration—both essential for learning and well-being. By revealing how these factors interact, especially with gender differences, the study offers valuable insights for educators seeking to foster intrinsic motivation and emotional awareness in students. Its findings can guide more effective teaching strategies in PE.
Perspectives
- Expand research beyond the Murcia region to include diverse educational settings and larger samples. - Conduct longitudinal studies to track changes in motivation and emotional intelligence across school years. - Explore the impact of interventions—such as autonomy-supportive teaching and emotional skills training—on enhancing student motivation and emotional competencies. - Investigate how these dynamics influence PE outcomes like academic performance, physical activity habits, and long-term well-being.
Manuel Gómez-López
University of Murcia
Read the Original
This page is a summary of: Motivación e inteligencia emocional en las clases de Educación Física de secundaria, Revista Complutense de Educación, January 2025, Universidad Complutense de Madrid (UCM),
DOI: 10.5209/rced.93116.
You can read the full text:
Contributors
The following have contributed to this page
