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

Author

Listed:
  • Alfonso Valero-Valenzuela

    (Department of Physical Activity and Sport, CEI Campus Mare Nostrum, University of Murcia, Santiago de la Ribera, 30720 Murcia, Spain)

  • Elisa Huéscar

    (Sport Research Center, Department of Health Psychology, Miguel Hernández University of Elche, Avda. de la Universidad, s/n, 03202 Elche, Spain)

  • Juan L. Núñez

    (Department of Psychology, Sociology and Social Work, University of Las Palmas de Gran Canaria, C/Santa Juana de Arco, 1, 35004 Las Palmas de Gran Canaria, Spain)

  • Jaime León

    (Department of Education, University of Las Palmas de Gran Canaria, C/Santa Juana de Arco, 1, 35004 Las Palmas de Gran Canaria, Spain)

  • Luis Conte

    (Department of Physical Activity and Sport, CEI Campus Mare Nostrum, University of Murcia, Santiago de la Ribera, 30720 Murcia, Spain)

  • Juan Antonio Moreno-Murcia

    (Sport Research Center, Miguel Hernández University of Elche, Avda. de la Universidad, s/n, 03202 Elche, Spain)

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.

Suggested Citation

  • Alfonso Valero-Valenzuela & Elisa Huéscar & Juan L. Núñez & Jaime León & Luis Conte & Juan Antonio Moreno-Murcia, 2021. "The Role of Controlled Motivation in the Self-Esteem of Adolescent Students in Physical Education Classes," IJERPH, MDPI, vol. 18(21), pages 1-12, November.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:21:p:11602-:d:672231
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    References listed on IDEAS

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    1. Oscar Chiva-Bartoll & Antonio Baena-Extremera & David Hortiguela-Alcalá & Pedro Jesús Ruiz-Montero, 2020. "Contributions of Service-Learning on PETE Students’ Effective Personality: A Mixed Methods Research," IJERPH, MDPI, vol. 17(23), pages 1-15, November.
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    Cited by:

    1. Armando Cocca & Nellie Veulliet & Martin Niedermeier & Clemens Drenowatz & Michaela Cocca & Klaus Greier & Gerhard Ruedl, 2022. "Psychometric Parameters of the Intrinsic Motivation Inventory Adapted to Physical Education in a Sample of Active Adults from Austria," Sustainability, MDPI, vol. 14(20), pages 1-12, October.

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