ArticleChildren (Basel, Switzerland)2024
Gender and Educational Stage Differences in Motivation, Basic Psychological Needs and Enjoyment: Evidence from Physical Education Classes.
Article in Children (Basel, Switzerland), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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Who cites it
6 citing papers in PubMed.
- Predicting Intrinsic Motivation After an Adventure Education Program in Primary Schools: Enjoyment, Self-Confidence and Resilience According to Gender.Behavioral sciences (Basel, Switzerland) · 2026Article
- Beyond Autonomy, Competence, and Relatedness: A Comprehensive Scale for Basic Psychological Needs and Novelty in Exercise.Healthcare (Basel, Switzerland) · 2026Article
- Article
- Beyond a one-size-fits-all approach: the asymmetrical roles of personality and social support in promoting outdoor physical activity.Frontiers in public health · 2026Article
- Psychosocial factors associated with physical activity and sedentary behavior in adolescents: evidence from physical education contexts in Quito.Frontiers in psychology · 2026Article
- Intrinsic vs. extrinsic motivation in high school physical education: Which fuels adolescent achievement emotions better?PloS one · 2025Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
BACKGROUND/
objectivesThere is evidence that shows an association between basic psychological needs, motivation, and enjoyment in the context of school physical education. However, there are no studies that have included all of them in a single study. Therefore, the objective of this research was to determine if there are differences in motivation, basic psychological needs, and enjoyment in physical education classes between primary and secondary education students and between boys and girls.
methodsA total of 740 schoolchildren (410 girls, 55.4%) from primary education (n = 310; 41.9%) and secondary education (n = 430; 58.1%) between the ages of 10 and 17 participated (M = 13.60; SD = 2.03). The Perceived Locus of Causality in Physical Education Scale (PLOC Scale), the Basic Psychological Needs in Exercise Scale (BPNES), and the Physical Activity Enjoyment Measurement Scale (PACES) were administered.
resultsStatistically significant differences were found in the educational stage factor with higher scores in primary education students in intrinsic regulation (
conclusionsPrimary education students present greater self-determined motivation (intrinsic, identified, and introjected regulation), as well as a greater sense of competition, relatedness, and enjoyment than secondary education students. Boys have greater regulation and intrinsic enjoyment than girls in physical education classes.
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