Satisfaction, Enjoyment and Boredom with Physical Education as Mediator between Autonomy Support and Academic Performance in Physical Education.

Raúl Baños,Jorge Zamarripa,María Del Mar Ortiz-Camacho,Luis Conte,Julio Fuentesal

doi:10.3390/ijerph17238898

Abstract

The purpose of this study was to analyze the mediating effect of satisfaction/enjoyment and boredom between the perception of autonomy support and academic performance in physical education. The sample consisted of 374 girls (Mage = 13.99; SD = 0.30) and 374 boys (Mage = 14.02; SD = 0.33) from the state of Nuevo León, Mexico. The instruments used were the Questionnaire for Autonomy Support in Physical Education (CAA-EF), Sport Satisfaction Intrinsic in Physical Education (SSI-EF) and the physical education performance of the students. The instrument’s validity tests were analyzed using confirmatory procedures. Descriptive, reliability, and validity analyses were carried out for each instrument, and the mediating effect was examined; a mediation analysis was performed using the PROCESS V.3.5 macro. The main results revealed that autonomy support is not a direct indicator of physical education performance, but rather that students must feel satisfied with physical education for there to exist a forecast for a positive physical education performance. Satisfaction with physical education was found to have a mediating effect between autonomy support and physical education performance. However, boredom did not have a mediating effect between autonomy support and the student’s performance in physical education class.

Highlights

The poor academic performance of Mexican adolescents remains latent in the results from the Programme for International Student Assessment (PISA) 2018 Report
Similar results were achieved by other researchers, both in the Mexican context for CAE-EF [26]
In terms of the correlation analysis, the results obtained confirm a positive correlation among autonomy support, satisfaction/enjoyment, and physical education (PE) score, the correlation scores obtained are low

Summary

Introduction

The poor academic performance of Mexican adolescents remains latent in the results from the Programme for International Student Assessment (PISA) 2018 Report. The academic level of secondary school students in Mexico is far inferior to the average for the countries of the Organization for Economic Cooperation and Development (OECD) (2018), having shown no improvement in this assessment since 2003. It is important to mention that Mexicans scored very low as well in intrinsic satisfaction compared to the OECD average, a factor likely to affect the academic performance of adolescents [1]. Res. Public Health 2020, 17, 8898; doi:10.3390/ijerph17238898 www.mdpi.com/journal/ijerph

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