INTRINSIC MOTIVATION, EMOTIONAL INTELLIGENCE AND SELF-REGULATED LEARNING: A MULTILEVEL ANALYSIS

Authors

  • Rodríguez-González, P. Primary Education Teacher Degree. Faculty of Teacher Training and Education, Department of Education Sciences. University of Oviedo (Spain)
  • Cecchini, J.A. Full Professor. Faculty of Teacher Training and Education. Department of Education Sciences. University of Oviedo (Spain)
  • Méndez-Giménez, A. Associate Professor. Faculty of Teacher Training and Education, Department of Education Sciences. University of Oviedo (Spain)
  • SánchezMartínez, B. Associate Professor. Faculty of Teacher Training and Education, Department of Education Sciences. University of Oviedo (Spain)

Keywords:

motivation, emotional intelligence, self-regulation, multilevel.

Abstract

The purpose of the study was to model the relationships between intrinsic motivation, emotional intelligence and self-regulation of learning in physical education (PE) classes. The sample consisted on 480 students (248 boys and 232 girls) enrolled in year four of Primary Education (M = 9,29, DT = 0,52) from a total of 23 classes. Multilevel analysis taking intrinsic motivation as a dependent variable, revealed a statistically significant effect for school, planning, self-cheking, effort, regulation, emotional control and emotional recognition. The reduction in the intraclass correlation coefficient, from the null model to the final model, was approximately 67%. Promoting the development of emotional intelligence and improving self-regulation in PE classes could increase students' intrinsic motivation for this subject.

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Published

2021-06-10

Issue

Vol. 21 No. 82 (2021): Vol. 21, No. 82, junio/June 2021

Section

Articles