Motivational Factors Predicting the Selection of Elective Physical Education: Prospective in High School Students

• Published in: Psicología educativa (Madrid) Vol. 30; no. 2; pp. 85 - 92
• Main Authors: Ferriz-Valero, Alberto, García-González, Luis, García-Martínez, Salvador, Fernández-Río, Javier
• Format: Journal Article
• Language: English
• Published: Madrid Colegio Oficial de Psicólogos de Madrid 01.06.2024
• Subjects: achievement goals; Achievement Need; Adolescents; Advanced Courses; Anxiety; Autonomy; Behavior; Competence; Expectation; Goal Orientation; High School Students; Incentives; Intrinsic motivation; Motivation; Objectives; Physical education; Recognition (Achievement); Regulation; Secondary school students; Secondary schools; Self Concept; Self Determination; self-determination theory; Student Participation; Success; Supervision; Teacher Guidance; Teaching; teaching style; Teaching Styles; Well Being
• ISSN: 1135-755X; 2174-0526
• DOI: 10.5093/psed2024a9

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 ( M age 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.