School climate and physical activity in primary school students: influence of sociodemographic and school-related factors

Authors

  • Jaqueline Valdebenito Villalobos Universidad de Concepción, Los Ángeles, Chile
  • Igor Cigarroa Universidad Arturo Prat, Chile
  • Jorge Rojas-Bravo Universidad de Concepción, Concepción, Chile
  • Carolina Muñoz-Perez Universidad de Concepción, Los Ángeles, Chile
  • María Aurora Gutiérrez Echavarría Universidad de Concepción, Los Ángeles, Chile
  • Andrea Tapia Figueroa Universidad de Concepción, Los Ángeles, Chile
  • Alejandra Robles Campos Universidad de Concepción, Los Ángeles, Chile
  • Lorena Segura Inostroza Universidad de Concepción, Los Ángeles, Chile
  • Rubén Abello Riquelme Universidad de Concepción, Los Ángeles, Chile
  • Ana María Arias Universidad de Concepción, Los Ángeles, Chile
  • Rafael Zapata Lamana Univesidad Santo Tomás, Chile; Universidad de Concepción, Chile https://orcid.org/0000-0002-4729-1680

DOI:

https://doi.org/10.47197/retos.v80.118173

Keywords:

Physical activity, primary education, school climate, teacher–student relation-ships

Abstract

Introduction: School climate was identified as a key factor in students’ well-being and educational development, particularly during primary education, where relational processes and participation contexts play a central role.

Objective: this study aimed to characterize primary school students’ perceptions of school climate and to examine their associations with socio-school characteristics and indicators of participation, particularly extracurricular sports practice.

Methodology: a quantitative, descriptive, and cross-sectional design was used. the sample consisted of 283 primary school students from urban schools in the Biobío region, Chile. data were collected using the school climate and coexistence scale and a questionnaire on sociodemographic and physical activity-related variables. descriptive statistics and one-way analysis of variance (anova) were performed.

Results: the findings showed generally positive perceptions of school climate, with higher scores in the teacher–student relationship dimension. extracurricular sports participation was significantly associated with more favorable perceptions of teacher relationships, while other physical activity indicators showed limited or non-significant associations.

Discussion: the results support a relational perspective of school climate, highlighting the relevance of structured participation contexts in strengthening teacher–student relationships. however, associations were more limited than expected.

Conclusions: school climate perceptions in primary education are primarily shaped by relational dimensions, particularly teacher–student interactions. extracurricular sports participation emerges as a relevant, though selective, factor.

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Published

12-05-2026

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Section

Original Research Article

How to Cite

Valdebenito Villalobos, J., Cigarroa, I., Rojas-Bravo, J., Gutiérrez Echavarría, M. A., Tapia Figueroa, A., Robles Campos, A., Segura Inostroza, L., Abello Riquelme, R., Arias, A. M., & Zapata Lamana, R. (2026). School climate and physical activity in primary school students: influence of sociodemographic and school-related factors. Retos, 80, 629-642. https://doi.org/10.47197/retos.v80.118173