ArticleFrontiers in psychology2023
The role of motivation and emotions in physical education: understanding academic achievement and the intention to be physically active.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
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Who cites it
11 citing papers in PubMed.
- "Frontiers in sports and active living · 2026Article
- When motivation becomes feeling: disentangling the relationship between motivational beliefs and emotions in elementary and secondary physical education.Frontiers in sports and active living · 2026Article
- When fitness testing becomes personal: achievement emotions and participation orientations in compulsory university physical education.Frontiers in psychology · 2026Article
- Teacher interpersonal behaviors and student engagement in single-gender physical education: the mediating role of achievement emotions and the moderating effect of class gender composition.Frontiers in psychology · 2026Article
- Evaluating the impact of physical activity cards (PACs) on motor proficiency and enjoyment of physical activities among primary school students in Turkey.BMC pediatrics · 2025Article
- Playing for a Healthy Life: Integrating Mobile Exergames in Physical Education.Behavioral sciences (Basel, Switzerland) · 2025Article
- Extracurricular physical activities and academic achievement in Saudi female physical education students: the mediating effect of motivation, enjoyment, and BMI.Frontiers in psychology · 2025Article
- Intrinsic vs. extrinsic motivation in high school physical education: Which fuels adolescent achievement emotions better?PloS one · 2025Article
- Gender and Educational Stage Differences in Motivation, Basic Psychological Needs and Enjoyment: Evidence from Physical Education Classes.Children (Basel, Switzerland) · 2024Article
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Authors and funding
4 authors.
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Abstract
Introduction: This study aims to understand how emotions and motivation influence the academic achievement of physical education (PE) students and their future intention to practice physical activity (PA). Despite the influence on student's behaviors and the reciprocal associations between motivation and emotion, the number of studies addressing both constructs at the same level is very limited. Methods: A structural equation model was used with 799 students aged 11-17 years ( Results and discussion: The results showed that the teacher support of the basic psychological needs (BPN) predicted students' BPN satisfaction, which in turn predicted their autonomous motivation and positive emotions, and negatively predicted their negative emotions. Finally, autonomous motivation predicted students' intention to be physically active, whereas academic achievement was predicted by both autonomous motivation and emotions. We conclude that to better understand the consequences of PE classes, it is necessary to consider both constructs.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.