Inteligencia emocional y motivación en educación física en secundaria (Emotional Intelligence and Motivation in Secondary Physical Education)
DOI:
https://doi.org/10.47197/retos.v0i27.34336Keywords:
Inteligencia Emocional, Motivación, Educación Secundaria Obligatoria, Educación FísicaAbstract
La motivación y la inteligencia emocional aparecen como dos importantes aspectos de la educación de los jóvenes, cuya relación en Educación Física ha sido poco estudiada. Bajo la teoría de la autodeterminación, el estudio analizó las relaciones existentes entre la inteligencia emocional (IE) y la motivación de los estudiantes en las clases de Educación Física (EF). Se utilizó una muestra de 170 estudiantes pertenecientes al primer ciclo de Educación Secundaria Obligatoria (E.S.O) de un centro de Gibraleón (Huelva). Los instrumentos empleados fueron: la versión española del Trait Meta-Mood Scale (TMMS), una adaptación para EF del Cuestionario de Clima Motivacional Percibido (PMCSQ-2), el Cuestionario de Necesidades Psicológicas Básicas (BPNS), y la Escala del Locus Percibido de Causalidad (PLOC). Los resultados del análisis de correlación mostraron relaciones entre las variables clima motivacional, necesidades psicológicas y motivación en línea con la teoría de la autodeterminación. Los factores de la IE percibida correlacionaron con el clima motivacional, con algunas necesidades psicológicas y con las diferentes formas de motivación, aunque con un coeficiente de correlación bajo. Por su parte, se destaca que en los análisis de regresión la claridad emocional predijo positivamente la regulación introyectada. Son necesarios más estudios que permitan profundizar en esta relación.Palabras clave. Inteligencia Emocional, Motivación, Educación Secundaria Obligatoria, Educación Física.
Abstract. Motivation and emotional intelligence appear as two important aspects of education of young people, whose relationship in Physical Education is an understudied topic. Based on the Self-Determination Theory, the study analyzed the relationship between emotional intelligence and motivation in physical education students. A sample of 170 students from the first cycle of compulsory secondary education in Gibraleón (Huelva) was used. The instruments used were: the Trait Meta-Mood Scale (TMMS), the Perceived Motivational Climate Questionnaire (PMCSQ-2), the Basic Psychological Needs Questionnaire (BPNS) and the Perceived Locus of Causality Scale (PLOC). The results of correlation analysis showed relationships between motivational climate, psychological needs and motivation in line with Self-Determination Theory. The three dimensions of emotional intelligence (Attention, Clarity, and Mood Repair) correlated with perceived motivational climate, with some psychological needs and the different forms of motivation, although with a low correlation coefficient. The regression analysis showed that emotional clarity predicted positively the introjected regulation. Further studies are necessary to enable us to deepen our understanding of the relationship between emotional intelligence and motivation in PE classes.
Keywords. Emotional Intelligence, Motivation, Secondary Education, Physical Education
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