Motivation, Discipline, and Academic Performance in Physical Education: A Holistic Approach From Achievement Goal and Self-Determination Theories

The Relationship between Teachers and Peers’ Motivational Climates, Needs Satisfaction, and Physical Education Grades: An AGT and SDT Approach

“…As a result, the satisfaction of each basic need may increase the components of academic engagement. By having a sense of autonomy, students’ needs are triggered, because they feel greater freedom to do their assignments, be participative in the activities they like the most, and have a sense of choice in the curricular activities [ 26 , 29 ]. By having their need of relatedness satisfied, students feel at ease and comfortable to express themselves in class and to relate with peers, which contributes to a positive engagement towards PE classes [ 2 ].…”

“…The analysis of motivational climates and academic performance in the school context has become a topic of interest in the educational community [ 2 ]. In fact, among the difficult conditions of the classroom context, student motivation is highlighted as a key variable when measuring academic achievement [ 26 ]. Recent studies have shown a significant association between motivational climates and academic success, specifically PE grades, considering the mediation role of motivational determinants [ 26 , 27 ].…”

“…In fact, among the difficult conditions of the classroom context, student motivation is highlighted as a key variable when measuring academic achievement [ 26 ]. Recent studies have shown a significant association between motivational climates and academic success, specifically PE grades, considering the mediation role of motivational determinants [ 26 , 27 ]. This association could be related to the fact that students experiencing autonomy, competence, and relatedness satisfaction are more intrinsically motivated to put effort into academic tasks, increasing the likelihood of performing better in school classes [ 2 , 28 ].…”

“…Thus, bearing in mind that learning-oriented climates have a positive relationship between basic psychological needs, and that needs consequently are associated with positive outcomes such as academic success, it is theoretically possible that motivational climates could display an indirect association with PE grades. However, to our knowledge, studies considering the association between learning- and performance-oriented climates on grades are scarce, specifically considering the mediation role of autonomy, competence, and relatedness [ 26 ]. In addition, there are virtually no studies assessing both motivational climates oriented by PE teachers and peers and their relationship with PE grades.…”

Rendimiento académico y su relación con variables socioemocionales en estudiantes chilenos de contextos vulnerables

“…Asimismo, el concepto de convivencia escolar involucra una serie de interrelaciones y dinámicas entre los diferentes agentes educativos, incidiendo de múltiples maneras y reflejándose en muchos aspectos, como la desidia docente, indisciplina, red social de iguales, entre otros factores (Cerda, Salazar, Guzmán & Narváez, 2018). Específicamente, la dimensión de indisciplina escolar percibida tiene consecuencias importantes en los procesos de enseñanza, y por tanto, implicaciones en el rendimiento académico (Cerda et al, 2018;Krskova & Baumann, 2017), reportándose además efectos específicos en rendimientos disciplinares como el deporte (Claver et al, 2020) o asignaturas STEM (Ibrahim & Johnson, 2020). Investigaciones recientes darían cuenta de que existirían efectos inversos entre la disciplina percibida y el rendimiento académico de los estudiantes (Bravo et al, 2018;Cerda et al, 2019).…”