Motivación y Satisfacción Estudiantil en las clases de Educación Física en Básica Superior

Abstract

Teachers' lack of motivation in Physical Education leads to students' disinterest and the low importance of this subject; therefore, this study analyzed the relationship between the Motivation and Satisfaction of adolescents in Physical Education classes. The research is of non-experimental design with a cross-sectional and quantitative approach. The sample comprised 110 high school students aged 12-14 years. In measuring Motivation and Satisfaction, the PLOC and the SSI questionnaires were applied, respectively. Statistical analyses of reliability and linkage showed that Intrinsic Motivation is positively related to Identified Regulation and Introjected, External, and Fun Regulation; however, there is no correlation between Demotivation and Boredom. Also, Identified Regulation positively correlates with Introjected, External, and Fun Regulation, but not with Demotivation and Boredom. On the other hand, Introjected Regulation has to do with External Regulation, Demotivation, Fun, and Boredom. Another result shows that External Regulation links positively with Demotivation, Fun, and Boredom. However, Demotivation has no relationship with Fun, but it does relate to Boredom. Finally, Fun has a negative link with Boredom. For this reason, it is concluded that developing novel motivational processes is necessary to improve the Satisfaction of adolescents in Physical Education classes.