Influencia de variables psicosociales autoperceptivas en el rendimiento académico en Educación Física

Mikel Gutiérrez García; Álvaro Benito Linares

doi:10.46642/efd.v31i337.8834

Mikel Gutiérrez García Universidad Complutense de Madrid (UCM) https://orcid.org/0009-0008-8040-4553
Álvaro Benito Linares Universidad Europea de Madrid (UEM) https://orcid.org/0009-0004-9442-4812

DOI: https://doi.org/10.46642/efd.v31i337.8834

Abstract

Physical Education is a key setting for students’ holistic development, where psychosocial factors such as motivation, attitude, and academic commitment can influence academic performance. The objective of this study was to analyse the association between motivation, attitude, perceived academic commitment, and academic performance in Physical Education among students in Compulsory Secondary Education. A cross-sectional observational study was designed with a sample of 129 students (mean age = 13.61 ± 0.89 years). Self-perception of the variables was assessed using a 5-point Likert-type questionnaire, and academic performance was derived from the final grade (scale of 0 to 10). Descriptive analyses and ANOVA were performed. The results showed a positive association between motivation, attitude, and academic commitment and academic performance (p < 0.05), indicating that higher levels of these variables are associated with better grades. In conclusion, self-perceived motivation, attitude, and academic commitment are positively associated with performance in physical education, highlighting the importance of promoting these factors in the educational setting.

Keywords: Physical Education, Academic performance, Motivation, Attitude, Academic commitment

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