Satisfaction, Enjoyment and Boredom with Physical Education as Mediator between Autonomy Support and Academic Performance in Physical Education

Raúl Baños, Julio Fuentesal, Luis Conte, María del Mar Ortiz-Camacho and Jorge Zamarripa
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Raúl Baños: Faculty of Physical Activity and Sports Sciences—INEF, Polytechnic University of Madrid, 28040 Madrid, Spain
Julio Fuentesal: Faculty of Human and Social Sciences, Universidad Pontificia Comillas, 28049 Madrid, Spain
Luis Conte: Faculty of Sports Sciences, University of Murcia, 30720 Murcia, Spain
María del Mar Ortiz-Camacho: Faculty of Sports Sciences, Faculty of Educational Sciences, University of Granada, 18071 Granada, Spain
Jorge Zamarripa: Faculty of Sports Organization, Autonomous University of Nuevo Leon, 66451 San Nicolas de los Garza, Nuevo Leon, Mexico

IJERPH, 2020, vol. 17, issue 23, 1-10

Abstract: The purpose of this study was to analyze the mediating effect of satisfaction/enjoyment and boredom between the perception of autonomy support and academic performance in physical education. The sample consisted of 374 girls ( M age = 13.99; SD = 0.30) and 374 boys ( M age = 14.02; SD = 0.33) from the state of Nuevo León, Mexico. The instruments used were the Questionnaire for Autonomy Support in Physical Education (CAA-EF), Sport Satisfaction Intrinsic in Physical Education (SSI-EF) and the physical education performance of the students. The instrument’s validity tests were analyzed using confirmatory procedures. Descriptive, reliability, and validity analyses were carried out for each instrument, and the mediating effect was examined; a mediation analysis was performed using the PROCESS V.3.5 macro. The main results revealed that autonomy support is not a direct indicator of physical education performance, but rather that students must feel satisfied with physical education for there to exist a forecast for a positive physical education performance. Satisfaction with physical education was found to have a mediating effect between autonomy support and physical education performance. However, boredom did not have a mediating effect between autonomy support and the student’s performance in physical education class.

Keywords: satisfaction; enjoyment; boredom; performance; autonomy support; physical education; secondary education; Mexico (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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