Abstract
Objectives: The aim of this study was to analyze a model of prediction of satisfaction with bilingual physical education from basic psychological needs and motivation. Methods: The sample consisted of 758 students (347 men and 411 women) in secondary education in Spain, aged between 13 years and 18 years (M = 15.22, SD = 1.27). Questionnaires of the Scale of Psychological Basic Needs, Perceived Locus of Causality, and the bilingual Scale Satisfaction Instrument (SSI-PE), all adapted to physical education were used in the exercise. Results: Descriptive analyses, correlation and structural equation models were performed. Intrinsic motivation showed a high and positive relationship with identity regulation and satisfaction/fun, and boredom negatively correlated with all scales except amotivation. Conclusion: The equations in this model prove that autonomy is the best predictor of intrinsic motivation, and that this is the best predictor of satisfaction in bilingual physical education.
Highlights
The importance of motivation in the learning of a foreign language has been demonstrated in several subjects such as bilingual physical education, with this variable being possibly the most important to improve academic performance [1]
In the research conducted by Lasagabaster [6], the author has highlighted the importance of satisfaction in teaching in environments of integrated learning of content and foreign languages (CLIL), in comparison with classical learning methods of foreign languages [6]; for example, the type of cooperative activities is indicated as an important factor to encourage learning [7,8]
Noel [15] highlighted that the high levels of intrinsic motivation in the second language have been linked to a greater effort made by students in the learning of the foreign language, with higher self-efficacy [16], a greater willingness to communicate in another language [17], and even better grades in reading and writing a foreign language [18]
Summary
The importance of motivation in the learning of a foreign language has been demonstrated in several subjects such as bilingual physical education, with this variable being possibly the most important to improve academic performance [1]. Khodadady and Khajavy [2] have shown that motivation is one of teachers’ major concerns regarding students’ acquisition of a second language. The reasons for this are as follows: the importance of this variable, together with satisfaction, may influence success in learning that language [3] through the creation of a relaxed and trusting climate for students’ work [4], or the reduction of stress and anxiety [5]. Many of the studies already published in other areas, such as the one mentioned in the subject of PE, are based on the theory of self-determination (TSD)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
