The Role of Controlled Motivation in the Self-Esteem of Adolescent Students in Physical Education Classes.

Alfonso Valero-Valenzuela,Jaime León,Juan L Núñez,Juan Antonio Moreno-Murcia,Luis Conte,Elisa Huéscar

doi:10.3390/ijerph182111602

Abstract

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 (M = 11.62; SD = 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.

Highlights

Numerous authors have highlighted physical education classes as an ideal context for the development of adaptive behaviours in adolescents [1,2], such as the promotion of positive attitudes and prosocial values of students [3,4]
Among them, working on and increasing self-esteem through the practice of physical activity has become a priority in some intervention programs, due to its positive repercussions on health, especially mental health [5]
The results revealed that perception of relatedness was the highest ranked variable from the psychological needs satisfaction, with a mean value of 4.55

Summary

Introduction

Numerous authors have highlighted physical education classes as an ideal context for the development of adaptive behaviours in adolescents [1,2], such as the promotion of positive attitudes and prosocial values of students (respect, participation, autonomy, help others, etc.) [3,4]. Defines self-esteem as the degree to which people feel positive about themselves It affects motivation, life satisfaction, and well-being throughout life [8], and can be used as an indicator of emotional health and psychological benefits gained from regular participation in physical activity [5,9]. Life satisfaction, and well-being throughout life [8], and can be used as an indicator of emotional health and psychological benefits gained from regular participation in physical activity [5,9] In this sense, the theoretical construct of physical self-perceptions [5]

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Discussion

Conclusion