Pupils Exhibiting Higher Autonomy in Physical Education Classes Demonstrate Enhanced Emotional Competencies and Motivation
A new study published in Frontiers in Psychology has shed light on the relationship between students' motivation levels in physical education (PE) and their emotional intelligence. The research, conducted by Gómez-López, M., Mendoza Castejón, D., Frías-López, D., & Manzano-Sánchez, D., suggests that self-determined motivation, emotional intelligence, and perceived autonomy support from teachers are interconnected factors that play significant roles in the experiences of secondary school students in PE.
Self-Determined Motivation
At the heart of this study is Self-Determination Theory (SDT), which posits that intrinsic motivation is fostered when three basic psychological needs are met: autonomy, competence, and relatedness. When students feel autonomous, they are more likely to be intrinsically motivated to engage in physical activities. This motivation is linked to positive outcomes such as increased self-efficacy and a stronger sense of belonging in the classroom.
Emotional Intelligence and Self-Determined Motivation
The research found that high self-determination profiles are associated with higher levels of emotional intelligence (EI) and well-being. Students with high self-determined motivation tend to exhibit better emotional clarity, emotional regulation, and overall emotional skills. This suggests that fostering intrinsic motivation can enhance students' emotional intelligence.
Perceived Autonomy Support from Teachers
Teachers who provide autonomy support create environments where students feel they have choices and are encouraged to take responsibility for their learning. This support is crucial for enhancing intrinsic motivation and emotional well-being. When students perceive that their teachers support their autonomy, they are more likely to develop a stronger sense of self-determination and emotional resilience.
Social Support and Teacher Influence
Social support, including that from teachers, does not directly influence behavior but works through mental processes such as boosting self-efficacy, which in turn increases intrinsic motivation and leads to autonomous learning behaviors. Teachers can enhance autonomy support by providing opportunities for students to make choices, offering positive feedback, and fostering supportive relationships, which are key to promoting both intrinsic motivation and emotional intelligence.
The findings underscore a clear message: creating supportive, autonomy-focused PE environments may not only improve students' feelings about physical activity but also help them build emotional skills crucial for their overall development.
The study was conducted with 502 secondary school students aged 11 to 18 in the Murcia region of Spain. About 20% of students fell into the high self-determination group, 51% into the moderate group, and 29% into the low group. Students in the high self-determination group were more likely to feel supported by their PE teachers and to participate in extracurricular sports.
However, the study's limitations include its cross-sectional design, making it difficult to assess how motivational profiles might change over time, and the reliance on self-report questionnaires, which may introduce bias. The study also suggests that patterns of students who do not participate in extracurricular sports are more likely to fall into the low motivation group.
Understanding the link between motivation and emotional intelligence could inform more effective and inclusive educational practices. Future research could benefit from including teacher evaluations or observational data and exploring how different types of sports activities influence motivation over time.
- Intrinsic motivation, as suggested by Self-Determination Theory (SDT), can be fostered by meeting three basic psychological needs: autonomy, competence, and relatedness.
- High self-determined motivation is associated with higher levels of emotional intelligence (EI) and well-being, leading to better emotional clarity, regulation, and overall emotional skills.
- Teachers who offer autonomy support create environments that encourage students to take responsibility for their learning, enhancing intrinsic motivation and emotional well-being.
- Social support, including that from teachers, impacts behavior by boosting self-efficacy, leading to autonomous learning behaviors and increasing intrinsic motivation.
- By promoting supportive, autonomy-focused physical education (PE) environments, students can not only develop a positive attitude towards physical activities but also build essential emotional skills for overall development.
- Future research in education and self-development could include teacher evaluations or observational data to provide a more comprehensive understanding of students' motivational profiles.
- Understanding the relationship between motivation and emotional intelligence could lead to more effective and inclusive educational practices, such as tailoring teaching methods to individual needs and fostering personal growth through mental-health and health-and-wellness-focused education.
- The study's findings emphasize the importance of further research into how different sports activities may influence motivation levels and patterns over time, potentially leading to improved education-and-self-development strategies for secondary school students.
