Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory
Objectives: The aim of this study was to analyze a model of prediction of satisfaction with bilingual physical education from basic psychological needs and motivation. Methods: The sample consisted of 758 students (347 men and 411 women) in secondary education in Spain, aged between 13 years and 18...
| Main Authors: | , , , |
|---|---|
| Format: | info:eu-repo/semantics/article |
| Language: | English |
| Published: |
MDPI
2020
|
| Subjects: | |
| Online Access: | http://hdl.handle.net/10835/7508 |
| _version_ | 1789406647632789504 |
|---|---|
| author | Baena Extremera, Antonio Granero Gallegos, Antonio Baños, Raúl Ortiz Camacho, María Del Mar |
| author_facet | Baena Extremera, Antonio Granero Gallegos, Antonio Baños, Raúl Ortiz Camacho, María Del Mar |
| author_sort | Baena Extremera, Antonio |
| collection | DSpace |
| description | Objectives: The aim of this study was to analyze a model of prediction of satisfaction with bilingual physical education from basic psychological needs and motivation. Methods: The sample consisted of 758 students (347 men and 411 women) in secondary education in Spain, aged between 13 years and 18 years (M = 15.22, SD = 1.27). Questionnaires of the Scale of Psychological Basic Needs, Perceived Locus of Causality, and the bilingual Scale Satisfaction Instrument (SSI-PE), all adapted to physical education were used in the exercise. Results: Descriptive analyses, correlation and structural equation models were performed. Intrinsic motivation showed a high and positive relationship with identity regulation and satisfaction/fun, and boredom negatively correlated with all scales except amotivation. Conclusion: The equations in this model prove that autonomy is the best predictor of intrinsic motivation, and that this is the best predictor of satisfaction in bilingual physical education. |
| format | info:eu-repo/semantics/article |
| id | oai:repositorio.ual.es:10835-7508 |
| institution | Universidad de Cuenca |
| language | English |
| publishDate | 2020 |
| publisher | MDPI |
| record_format | dspace |
| spelling | oai:repositorio.ual.es:10835-75082023-04-12T19:14:55Z Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory Baena Extremera, Antonio Granero Gallegos, Antonio Baños, Raúl Ortiz Camacho, María Del Mar physical education motivation structural equations satisfaction Objectives: The aim of this study was to analyze a model of prediction of satisfaction with bilingual physical education from basic psychological needs and motivation. Methods: The sample consisted of 758 students (347 men and 411 women) in secondary education in Spain, aged between 13 years and 18 years (M = 15.22, SD = 1.27). Questionnaires of the Scale of Psychological Basic Needs, Perceived Locus of Causality, and the bilingual Scale Satisfaction Instrument (SSI-PE), all adapted to physical education were used in the exercise. Results: Descriptive analyses, correlation and structural equation models were performed. Intrinsic motivation showed a high and positive relationship with identity regulation and satisfaction/fun, and boredom negatively correlated with all scales except amotivation. Conclusion: The equations in this model prove that autonomy is the best predictor of intrinsic motivation, and that this is the best predictor of satisfaction in bilingual physical education. 2020-01-17T08:42:12Z 2020-01-17T08:42:12Z 2018-10-10 info:eu-repo/semantics/article 2071-1050 http://hdl.handle.net/10835/7508 en https://www.mdpi.com/2071-1050/10/10/3613 Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess MDPI |
| spellingShingle | physical education motivation structural equations satisfaction Baena Extremera, Antonio Granero Gallegos, Antonio Baños, Raúl Ortiz Camacho, María Del Mar Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory |
| title | Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory |
| title_full | Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory |
| title_fullStr | Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory |
| title_full_unstemmed | Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory |
| title_short | Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory |
| title_sort | can physical education contribute to learning english? structural model from self-determination theory |
| topic | physical education motivation structural equations satisfaction |
| url | http://hdl.handle.net/10835/7508 |
| work_keys_str_mv | AT baenaextremeraantonio canphysicaleducationcontributetolearningenglishstructuralmodelfromselfdeterminationtheory AT granerogallegosantonio canphysicaleducationcontributetolearningenglishstructuralmodelfromselfdeterminationtheory AT banosraul canphysicaleducationcontributetolearningenglishstructuralmodelfromselfdeterminationtheory AT ortizcamachomariadelmar canphysicaleducationcontributetolearningenglishstructuralmodelfromselfdeterminationtheory |