Motivational factors predicting the selection of elective physical educationprospective in high school students

  1. Alberto Ferriz-Valero 1
  2. Luis García-González 2
  3. Salvador García-Martínez 1
  4. Javier Fernández-Río 3
  1. 1 Universitat d'Alacant
    info
    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

    Geographic location of the organization Universitat d'Alacant
  2. 2 Universidad de Zaragoza
    info
    Universidad de Zaragoza

    Zaragoza, España

    ROR https://ror.org/012a91z28

    Geographic location of the organization Universidad de Zaragoza
  3. 3 Universidad de Oviedo
    info
    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

    Geographic location of the organization Universidad de Oviedo
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Journal:
Psicología educativa

ISSN: 1135-755X

Year of publication: 2024

Volume: 30

Issue: 2

Pages: 85-92

Type: Article

DOI: 10.5093/PSED2024A9 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Psicología educativa

Sustainable development goals

Abstract

The choice of optional physical education could be conditioned by personal elements, such as goals or motivation, or contextual, such as perceived teaching behaviour. The aims of this study were to analyse the differences between students who chose (or not) Physical Education and to determine to what extent goal orientations, motivational regulations, and perceived teaching behaviors predict that decision. A sample of 756 adolescents from 14 public centres in Valencian Region enrolled in second grade of high school (Mage 17.06, SD = 0.75), of which 422 were girls (55.8%) participated in the study. Students who voluntarily chose Physical Education presented a different motivational profile, scored higher in all approximation goals (and avoidance), intrinsic motivation, identified and introjected and lower in amotivation. They also showed a marked profile in the teaching styles perceived in the subject in the past (support for autonomy and structured). Finally, the factor that best predicted this choice was the participatory behavior perceived by the student (teaching style supporting autonomy), followed by the orientation of the goal of approximation-task, dominant behaviors (negative), and intrinsic regulation.

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