What is it about?
This study explored how motivated secondary school students feel during Physical Education (PE) and how that relates to their emotional intelligence and the support they receive from teachers. We surveyed 502 students aged 11–18 and identified three motivation profiles: high, moderate, and low. We then analysed how these profiles were linked to students’ emotions, psychological needs, and whether they felt their autonomy was supported in PE.
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Photo by Resat Kuleli on Unsplash
Why is it important?
Motivation often drops during adolescence, which can affect students’ engagement and well-being. Our findings show that when students feel more autonomous and emotionally capable, their motivation and well-being improve. Girls and students who participate in sports outside school showed slightly higher motivation. These results suggest that PE classes can play a key role in supporting not only physical activity but also emotional and motivational development.
Perspectives
Teachers and school staff can use these findings to promote more inclusive and autonomy-supportive environments in PE. Encouraging emotional skills and offering students more meaningful choices in class can lead to better motivation and long-term benefits for health and learning. Future research should continue to explore how motivation and emotional intelligence interact in different school subjects and age groups.
Manuel Gómez-López
University of Murcia
Read the Original
This page is a summary of: Self-determination in secondary school students and their relationship with emotional intelligence and support for autonomy, Frontiers in Psychology, July 2025, Frontiers,
DOI: 10.3389/fpsyg.2025.1571559.
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