ArticleBehavioral sciences (Basel, Switzerland)2026
(Dis-)Empowering Motivational Climate and Social Physique Anxiety in Physical Education: Is There a Gender Difference?
Article in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundBuilding on Duda's hierarchical approach, this study examined gender differences in students' perceptions of (dis-)empowering motivational climates, self-esteem and social physique anxiety in the physical education context. Furthermore, it analysed the associations of (dis-)empowering climates with these self-presentation-related outcomes among boys and girls.
methodsA total of 2438 Spanish Physical Education students (Mage = 16.15 ± 2.01; 50.74% girls) participated in this cross-sectional research. A multi-group structural equation modeling approach was used to answer the research objectives.
resultsGirls scored significantly higher than boys in negative self-esteem and social physique anxiety. The multi-group structural equation modeling showed slightly higher coefficients among boys for the associations between empowering climate and positive self-esteem and between disempowering climate and negative self-esteem. The negative self-esteem-SPA coefficient was higher among boys, whereas the inverse positive self-esteem-SPA coefficient was higher among girls.
conclusionsThe main findings underscore the relevance of PE teachers creating empowering climates and avoiding disempowering climates, given their associations with positive self-esteem and social physique anxiety among boys and girls.
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