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

Author

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  • Raúl Baños

    (Faculty of Physical Activity and Sports Sciences—INEF, Polytechnic University of Madrid, 28040 Madrid, Spain)

  • Julio Fuentesal

    (Faculty of Human and Social Sciences, Universidad Pontificia Comillas, 28049 Madrid, Spain)

  • Luis Conte

    (Faculty of Sports Sciences, University of Murcia, 30720 Murcia, Spain)

  • María del Mar Ortiz-Camacho

    (Faculty of Sports Sciences, Faculty of Educational Sciences, University of Granada, 18071 Granada, Spain)

  • Jorge Zamarripa

    (Faculty of Sports Organization, Autonomous University of Nuevo Leon, 66451 San Nicolas de los Garza, Nuevo Leon, Mexico)

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 ( M age = 13.99; SD = 0.30) and 374 boys ( M age = 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.

Suggested Citation

  • Raúl Baños & Julio Fuentesal & Luis Conte & María del Mar Ortiz-Camacho & Jorge Zamarripa, 2020. "Satisfaction, Enjoyment and Boredom with Physical Education as Mediator between Autonomy Support and Academic Performance in Physical Education," IJERPH, MDPI, vol. 17(23), pages 1-10, November.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:23:p:8898-:d:453756
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    References listed on IDEAS

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    1. E. Huebner & Chris Ash & James Laughlin, 2001. "Life Experiences, Locus of Control, and School Satisfaction in Adolescence," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 55(2), pages 167-183, August.
    2. Raúl Baños & Antonio Baena-Extremera & Antonio Granero-Gallegos, 2019. "The Relationships between High School Subjects in terms of School Satisfaction and Academic Performance in Mexican Adolescents," IJERPH, MDPI, vol. 16(18), pages 1-13, September.
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    Cited by:

    1. Domenico Monacis & Athos Trecroci & Pietro Luigi Invernizzi & Dario Colella, 2022. "Can Enjoyment and Physical Self-Perception Mediate the Relationship between BMI and Levels of Physical Activity? Preliminary Results from the Regional Observatory of Motor Development in Italy," IJERPH, MDPI, vol. 19(19), pages 1-13, October.
    2. Antonio Granero-Gallegos, 2020. "New Developments in Physical Education and Sport," IJERPH, MDPI, vol. 17(24), pages 1-9, December.

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