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Physical Self-Concept and Motor Self-Efficacy Are Related to Satisfaction/Enjoyment and Boredom in Physical Education Classes

Author

Listed:
  • Verónica Morales-Sánchez

    (Faculty of Psychology, University of Malaga, 29071 Malaga, Spain)

  • Jacobo Hernández-Martos

    (Faculty of Psychology, University of Malaga, 29071 Malaga, Spain)

  • Rafael E. Reigal

    (Faculty of Psychology, University of Malaga, 29071 Malaga, Spain)

  • Juan P. Morillo-Baro

    (Faculty of Psychology, University of Malaga, 29071 Malaga, Spain)

  • Montserrat Caballero-Cerbán

    (EADE Center, University of Wales Trinity Saint David, 29018 Malaga, Spain)

  • Antonio Hernández-Mendo

    (Faculty of Psychology, University of Malaga, 29071 Malaga, Spain)

Abstract

Physical education (PE) classes promote extracurricular physical activity (PA). Therefore, having fun in this context is important for developing active lifestyles. The purpose of this study was to analyze the relationships between motor self-efficacy and physical self-concept with enjoyment/satisfaction and boredom in school PE lessons. A total of 195 adolescents aged 14 to 15 years ( M = 14.65; SD = 0.48) from the city of Malaga participated. The Motor Self-Efficacy Scale (MSES), the Children Physical Self Questionnaire (C-PSQ) and the Sport Satisfaction Instrument (SSI) were used to evaluate the variables under study. Correlation and multiple regression analyses were performed, finding positive and statistically significant associations between motor self-efficacy and physical self-concept with enjoyment/satisfaction in PE, as well as negative relationships with boredom. Specifically, motor self-efficacy and perceived physical competence were predictors of satisfaction or boredom in PE. The results suggest that some physical and motor self-perceptions at these ages could contribute to developing attitudes towards physical practice in this type of educational context, in addition to the importance that their extrapolation to other contexts of PA outside school hours could have.

Suggested Citation

  • Verónica Morales-Sánchez & Jacobo Hernández-Martos & Rafael E. Reigal & Juan P. Morillo-Baro & Montserrat Caballero-Cerbán & Antonio Hernández-Mendo, 2021. "Physical Self-Concept and Motor Self-Efficacy Are Related to Satisfaction/Enjoyment and Boredom in Physical Education Classes," Sustainability, MDPI, vol. 13(16), pages 1-9, August.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:16:p:8829-:d:610037
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    References listed on IDEAS

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    1. Darko Jekauc & Matthias Oliver Wagner & Christian Herrmann & Khaled Hegazy & Alexander Woll, 2017. "Does Physical Self-Concept Mediate the Relationship between Motor Abilities and Physical Activity in Adolescents and Young Adults?," PLOS ONE, Public Library of Science, vol. 12(1), pages 1-18, January.
    2. Lubhana Malik Mental, 2019. "Mental Health in Adolescents," Global Journal of Intellectual & Developmental Disabilities, Juniper Publishers Inc., vol. 6(3), pages 45-46, March.
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