Achievement emotions, intention to be physically active, and academic achievement in physical education: Gender differences

Fierro Suero, Sebastián; Sáenz-López Buñuel, Pedro; Carmona Márquez, José; Almagro Torres, Bartolomé Jesús

doi:10.1123/jtpe.2021-0230

Author

Fierro Suero, Sebastián ; Sáenz-López Buñuel, Pedro ; Carmona Márquez, José ; Almagro Torres, Bartolomé Jesús
Publication Date

2023
Publisher

Human Kinetics
Citation

Fierro-Suero, S., Sáenz-López, P., Carmona-Márquez, J. y Almagro, B. J. (2023). Achievement emotions, intention to be physically active, and academic achievement in Physical Education: Gender differences. Journal of Teaching in Physical Education, 42, 114-122. https://doi.org/10.1123/jtpe.2021-0230
Abstract

Purpose: The objective of the study was to evaluate the relationships among the achievement emotions experienced during physical education classes, the intention to be physically active, and academic achievement. Methods: The sample consisted of 764 Spanish secondary education students (348 boys and 416 girls). Results: Pride, enjoyment, and hopelessness were the main emotions to explain the intention to be physically active, whereas enjoyment and boredom were the most important emotions to explain academic achievement. Given that boys had a better emotional experience than girls, the effect of gender in the prediction was studied. It highlights the significant moderating effect of gender for enjoyment and pride in the intention to be physically active. Discussion/Conclusion: These results show the need to apply strategies focused on each emotion, taking into account the students’ gender, for those that help to improve their emotional experience during physical education classes.
URI

https://hdl.handle.net/10272/22356

Fichero	Tamaño	Formato	Ver	Description
2023 Fierro-Suero et al_ Achievement emotions...in PE_ Gender different_JTPE.pdf	406.4Kb	PDF	View/Open	Versión editor

Fichero	Tamaño	Formato	Ver	Description
2023 Fierro-Suero et al_ Achievement emotions...in PE_ Gender different_JTPE.pdf	406.4Kb	PDF	View/Open	Versión editor

This item appears in the following Collection(s)

DEMPC - Artículos

Statistics

View Usage Statistics

Except where otherwise noted, this item's license is described as Atribución-NoComercial-SinDerivadas 3.0 España

Achievement emotions, intention to be physically active, and academic achievement in physical education: Gender differences

Author

Fierro Suero, Sebastián UHU Authority

; Sáenz-López Buñuel, Pedro UHU Authority

; Carmona Márquez, José UHU Authority

; Almagro Torres, Bartolomé Jesús UHU Authority

Publication Date

2023

Publisher

Human Kinetics

Citation

Fierro-Suero, S., Sáenz-López, P., Carmona-Márquez, J. y Almagro, B. J. (2023). Achievement emotions, intention to be physically active, and academic achievement in Physical Education: Gender differences. Journal of Teaching in Physical Education, 42, 114-122. https://doi.org/10.1123/jtpe.2021-0230

Abstract

Purpose: The objective of the study was to evaluate the relationships among the achievement emotions experienced during physical education classes, the intention to be physically active, and academic achievement. Methods: The sample consisted of 764 Spanish secondary education students (348 boys and 416 girls). Results: Pride, enjoyment, and hopelessness were the main emotions to explain the intention to be physically active, whereas enjoyment and boredom were the most important emotions to explain academic achievement. Given that boys had a better emotional experience than girls, the effect of gender in the prediction was studied. It highlights the significant moderating effect of gender for enjoyment and pride in the intention to be physically active. Discussion/Conclusion: These results show the need to apply strategies focused on each emotion, taking into account the students’ gender, for those that help to improve their emotional experience during physical education classes.