Physical Self-Concept and Motor Self-Efficacy Are Related to Satisfaction/Enjoyment and Boredom in Physical Education Classes

Verónica Morales-Sánchez, Jacobo Hernández-Martos, Rafael E. Reigal, Juan P. Morillo-Baro, Montserrat Caballero-Cerbán and Antonio Hernández-Mendo
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Verónica Morales-Sánchez: Faculty of Psychology, University of Malaga, 29071 Malaga, Spain
Jacobo Hernández-Martos: Faculty of Psychology, University of Malaga, 29071 Malaga, Spain
Rafael E. Reigal: Faculty of Psychology, University of Malaga, 29071 Malaga, Spain
Juan P. Morillo-Baro: Faculty of Psychology, University of Malaga, 29071 Malaga, Spain
Montserrat Caballero-Cerbán: EADE Center, University of Wales Trinity Saint David, 29018 Malaga, Spain
Antonio Hernández-Mendo: Faculty of Psychology, University of Malaga, 29071 Malaga, Spain

Sustainability, 2021, vol. 13, issue 16, 1-9

Abstract: Physical education (PE) classes promote extracurricular physical activity (PA). Therefore, having fun in this context is important for developing active lifestyles. The purpose of this study was to analyze the relationships between motor self-efficacy and physical self-concept with enjoyment/satisfaction and boredom in school PE lessons. A total of 195 adolescents aged 14 to 15 years ( M = 14.65; SD = 0.48) from the city of Malaga participated. The Motor Self-Efficacy Scale (MSES), the Children Physical Self Questionnaire (C-PSQ) and the Sport Satisfaction Instrument (SSI) were used to evaluate the variables under study. Correlation and multiple regression analyses were performed, finding positive and statistically significant associations between motor self-efficacy and physical self-concept with enjoyment/satisfaction in PE, as well as negative relationships with boredom. Specifically, motor self-efficacy and perceived physical competence were predictors of satisfaction or boredom in PE. The results suggest that some physical and motor self-perceptions at these ages could contribute to developing attitudes towards physical practice in this type of educational context, in addition to the importance that their extrapolation to other contexts of PA outside school hours could have.

Keywords: self-efficacy; self-concept; satisfaction; boredom; adolescence (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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