Motivational climate in Physical Education and its effect on self-concept: a correlation analysis in primary school
DOI:
https://doi.org/10.47197/retos.v78.117155Keywords:
motivational climate, Self-Concept, Children, Primary School, Physical EducationAbstract
Introduction: Physical Education is a powerful tool for promoting students' holistic development, integrating physical, social, and emotional growth. The positive development of self-concept and motivational climate is a key factor in achieving this goal.
Objective: To explore the connection between motivational climate and self-concept among Primary School students.
Methodology: The study involved 347 Spanish primary school students (53.6% girls; Mage = 10.55, SD = 0.97). The PMCSQ-2 and AF-5 questionnaires were used to assess both variables. A bivariate correlation analysis was conducted to examine the degree of association between motivational climate and self-concept.
Results: A positive correlation was found between task climate and global self-concept, as well as its academic, social, and physical dimensions. Conversely, no significant correlation was found between ego climate and global self-concept. However, significant negative correlations were identified with the social, family, and physical dimensions.
Discussion: In line with previous research, this study's results indicate that a task-oriented climate is associated with greater enjoyment and a more positive learning environment, which, in turn, supports stronger self-concept development.
Conclusions: Findings suggest that a task-oriented climate in Physical Education is positively associated with self-concept and its physical, academic, and social dimensions in primary school students. In contrast, an ego-oriented environment shows no significant association with global self-concept but is related to lower scores in the family, social, and emotional dimensions.
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