Motivational and emotional factors in Physical Education: A systematic review

Authors

DOI:

https://doi.org/10.47197/retos.v36i36.64968

Keywords:

Self-determination, Achievement Goals, Motivation, Emotional Intelligence, Affects, Student Well-being, Education

Abstract

The aim of this paper was performance a systematic review to know the current state of study of the relationships between motivational and emotional factors in the field of Physical Education (PE). The search was performed in Web of Science, Scopus and SportDiscus databases. Of the 227 initial results, 118 were found full text. Of these studies, we selected 23 articles that met the eligibility criteria established previously. The findings showed that the task orientation, the task climate, the autonomy support and the more self-determined forms of motivation lead to a greater enjoyment and positive affective responses on PE students. On the other hand, the ego orientation, the ego climate and the less self-determined forms of motivation lead to greater boredom and unhappiness in the PE lessons. Regarding emotional intelligence as a more general construct, more studies are needed to allow a better understanding of the relationship between this variable and motivational factors.

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Published

2019-07-01

How to Cite

Fernández-Espínola, C., & Almagro, B. J. (2019). Motivational and emotional factors in Physical Education: A systematic review. Retos, 36, 584–589. https://doi.org/10.47197/retos.v36i36.64968

Issue

Vol. 36 (2019)

Section

Theoretical systematic reviews and/or meta-analysis

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