Basic psychological needs, motivation, and self-esteem in vocational education and training in physical-sports activities: gender differences
DOI:
https://doi.org/10.47197/retos.v69.113443Keywords:
Self-determination , equality, education, physical activity, well-beingAbstract
Introduction: In the con-text of vocational training in physical-sports activi-ties, understanding the relationship between the satisfaction of basic psy-chological needs, motiva-tion and self-esteem of the student is key to designing pedagogical strategies that favour their integral devel-opment.
Objective: To analyse gender differences in the satisfaction of basic psy-chological needs, motiva-tion types, and self-esteem, as well as examine how the satisfaction of these needs and different types of mo-tivation influence self-esteem.
Methodology: The sample consisted of 388 students (300 men and 88 women; Mage = 18.92; SD = 2.31), enrolled in training pro-grams for Outdoor Activity Guide, Advanced Techni-cian in Physical Condition-ing, and Sports Teaching and Social Animation. The instruments used included the Basic Psychological Needs Satisfaction in Exer-cise Scale (BPNES), the Motivation in Education Scale (EME-E), and the Rosenberg Self-Esteem Scale (RSES).
Result: Statistical analyses, conducted using Student’s t-tests and linear regres-sion, revealed that women scored significantly higher in intrinsic motivation and introjected regulation, whereas men exhibited higher levels of self-esteem and satisfaction of the need for relatedness. Compe-tence positively predicted self-esteem in both gen-ders. Additionally, external regulation negatively influ-enced self-esteem in males, while amotivation showed a negative effect in females.
Conclusion: These findings highlight the necessity of implementing methodolog-ical strategies that foster satisfaction of Basic Psy-chological Needs (BPN) while considering gender differences and their im-pact on students' motiva-tion and self-esteem in vocational education and training.
References
Abós, Á., Burgueño, R., García-González, L., & Sevil-Serrano, J. (2022). Influence of internal and external controlling teaching behaviors on students’ motivational outcomes in Physical Education: Is there a gender difference? Journal of Teaching in Physical Education, 41(3), 502-512. https://doi.org/10.1123/jtpe.2020-0316
Amado, D., Sánchez-Miguel, P. A., Leo, F. M., Sánchez-Oliva, D., & García-Calvo, T. (2014). Diferencias de género en la motivación y percepción de utilidad del deporte escolar. Revista Internacional de Medicina y Ciencias de la Actividad Física y del Deporte, 14(56), 651-664. http://cdeporte.rediris.es/revista/revista56/artdiferencias510.htm
Bordbar, M. (2019). Autonomy-supportive faculty and students' agentic engagement: The mediating role of activating positive achievement emotions. International Journal of Behavioral Scienc-es, 13(1), 14-19. https://www.behavsci.ir/article_91205.html
Brasó, J., & Arderiu, M. (2022). Prácticas externas y formación profesional. Familia de actividades físi-cas y deportivas. Retos, 46, 68–75. https://doi.org/10.47197/retos.v46.91590
Burgueño, R., García-González, L., Abos, Á., & Sevil-Serrano, J. (2024). Students’ motivational experienc-es across profiles of perceived need-supportive and need-thwarting teaching behaviors in phys-ical education. Physical Education and Sport Pedagogy, 29(1), 82-96. https://doi.org/10.1080/17408989.2022.2028757
Camacho-Carranza, Á., & Almagro, B. J. (2024). Factores motivacionales, autoestima e intención de ser físicamente activo en el alumnado de Formación Profesional de modalidad deportiva. E-Balonmano.com: Revista de Ciencias del Deporte, 20(3), 331-342. https://doi.org/10.17398/1885-7019.20.331
Castillo, I., Molina-García, J., Estevan, I., Queralt, A., & Álvarez, O. (2020). Transformational teaching in Physical Education and students’ leisure-time physical activity: The mediating role of learning climate, passion and self-determined motivation. International Journal of Environmental Re-search and Public Health, 17(13), 4844. https://doi.org/10.3390/ijerph17134844
Cheon, S. H., Reeve, J., & Moon, I. S. (2012). Experimentally based, longitudinally designed, teacher-focused intervention to help Physical Education teachers be more autonomy supportive to-ward their students. Journal of Sport and Exercise Psychology, 34(3), 365-396. https://doi.org/10.1123/jsep.34.3.365
Cheon, S. H., Reeve, J., & Song, Y. (2016). A teacher-focused intervention to decrease PE students’ amo-tivation by increasing need satisfaction and decreasing need frustration. Journal of Sport and Exercise Psychology, 38(3), 217-235. https://doi.org/10.1123/jsep.2015-0236
Cheval, B., Chalabaev, A., Quested, E., Courvoisier, D. S., & Sarrazin, P. (2017). How perceived autonomy support and controlling coach behaviors are related to well- and ill-being in elite soccer players: A within-person changes and between-person differences analysis. Psychology of Sport and Ex-ercise, 28, 68–77. https://doi.org/10.1016/j.psychsport.2016.10.006
Chu, T. L., Zhang, T., Thomas, K. T., Zhang, X., & Gu, X. (2019). Predictive strengths of basic psychological needs in Physical Education among hispanic children: A gender-based approach. Journal of Teaching in Physical Education, 38(3), 233-240. https://doi.org/10.1123/jtpe.2018-0126
Cohen, J. (1992). A power primer. Psychological Bulletin, 112(1), 155–159. https://doi.org/10.1037/0033-2909.112.1.155
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: human needs and the self-determination of behaviour. Psychological Inquiry, 11(4), 227-268. http://www.jstor.org/stable/1449618
Echeverría Samanes, B. (2016). Transferencia del Sistema de FP Dual a España. Revista de Investiga-ción Educativa, 34(2), 295-314. https://doi.org/10.6018/rie.34.2.249341
Escarbajal Frutos, A., Navarro Barba, J., & López Barrancos, S. (2021). La Formación Profesional como alternativa al fracaso escolar. Posibilidades y límites. International Journal of New Education, (7). https://doi.org/10.24310/IJNE4.1.2021.11443
Fernández-Espínola, C., Jorquera-Jordán, J., Paramio-Pérez, G., & Almagro, B. J. (2021). Necesidades psicológicas, motivación e intención de ser físicamente activo del alumnado de Educación Físi-ca. Journal of Sport and Health Research, 13(3), 467-480.
Fierro-Suero, S., Almagro, B. J. & Sáenz-López, P. (2019). Necesidades psicológicas, motivación e inteli-gencia emocional en Educación Física. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(2), 167-186. https://doi.org/10.6018/reifop.22.2.345241
Fierro-Suero, S., Almagro, B. J., Sáenz-López, P., & Carmona-Márquez, J. (2020). Perceived novelty sup-port and psychological needs satisfaction in Physical Education. International Journal of Envi-ronmental Research and Public Health, 17(11), 1-15. https://doi.org/10.3390/ijerph17114169
Fierro-Suero, S., Van Doren, N., De Cocker, K., & Haerens, L. (2024). Towards a refined insight into phys-ical education teachers’ autonomy-supportive, structuring, and controlling style to the im-portance of student motivation: a person-centered approach. Physical Education and Sport Pedagogy, 1-17. https://doi.org/10.1080/17408989.2024.2432307
Franco, E., Coterón, J., & Gómez, V. (2016). Promoción de la actividad física en adolescentes: rol de la motivación y autoestima. PSIENCIA: Revista Latinoamericana de Ciencia Psicológica, 9.
González-Cutre, D. (2017). Estrategias didácticas y motivacionales en las clases de educación física desde la teoría de la autodeterminación. e-Motion: Revista de Educación, Motricidad e Investi-gación, 8, 44-62. https://doi.org/10.33776/remo.v0i8.3268
Hein, V., Müür, M., & Koka, A. (2004). Intention to be physically active after school graduation and its relationship to three types of intrinsic motivation. European Physical Education Review, 10(1), 5-19. https://doi.org/10.1177/1356336X04040618
Herrmann, J., Koeppen, K., & Kessels, U. (2019). Do girls take school too seriously? Investigating gender differences in school burnout from a self-worth perspective. Learning and Individual Differ-ences, 69, 150–161. https://doi.org/10.1016/j.lindif.2018.11.011
Lim, B. C., & Wang, C. J. (2009). Perceived autonomy support, behavioural regulations in physical edu-cation and physical activity intention. Psychology of sport and exercise, 10(1), 52-60. https://doi.org/10.1016/j.psychsport.2008.06.003
Martín-Albo, J., Núñez, J. L., Navarro, J. G., & Grijalvo, F. (2007). The Rosenberg Self-Esteem Scale: Translation and validation in university students. Spanish Journal of Psychology, 10, 458-467. https://doi.org/10.1017/S1138741600006727
Méndez-Giménez, A., Fernández-Río, J., & Cecchini-Estrada, J. A. (2013). Papel importante del alumna-do, necesidades psicológicas básicas, regulaciones motivacionales y autoconcepto físico en Educación Física. Cuadernos de Psicología del Deporte, 13(1), 71–82. https://doi.org/10.4321/S1578-84232013000100008
Méndez-Giménez, A., & García-Rodríguez, I. (2024). Predictores motivacionales de autoestima en el juego del recreo: análisis en función de curso y género. Retos, 58, 650–659. https://doi.org/10.47197/retos.v58.105457
Ministerio de Educación y Formación Profesional. (2024). Datos y Cifras. Curso Escolar 2024/2025. https://www.libreria.educacion.gob.es/libro/datos-y-cifras-curso-escolar-2024-2025_184570/
Moreno, J. A., González-Cutre, D., Chillón, M., & Parra, N. (2008). Adaptación a la educación física de la escala de las necesidades psicológicas básicas en el ejercicio. Revista Mexicana de Psicología, 25(2), 295-303.
Moreno, J. A., Moreno, R., & Cervelló, E. (2007). El autoconcepto físico como predictor de la intención de ser físicamente activo. Psicología y Salud, 17(2), 261-267.
Moreno-Murcia, J. A., Hernández, E. H., Vaillo, R. R., & Sicilia, A. (2012). Motivation and physical self-concept in Physical Education: Differences by gender. The Open Education Journal, 5(1), 9-17. http://dx.doi.org/10.2174/1874920801205010009
Nuñez, J. L., Martín-Albo, J., Navarro, J. G., & Suárez, Z. (2010). Adaptación y validación de la versión española de la Escala de Motivación Educativa en estudiantes de educación secundaria postobligatoria. Estudios de Psicología, 31(1), 89-100. https://doi.org/10.1174/021093910790744590
Reeve, J. (2010). Motivation and emotion. McGraw Hill.
Rosenberg, M. (1989). Society and the adolescent self-image (Rev. ed.). Wesleyan University Press.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61. https://doi.org/10.1016/j.cedpsych.2020.101860
Simonton, K. L., & Layne, T. E. (2023). Investigating middle school students’ physical education emo-tions, emotional antecedents, self-esteem, and intentions for physical activity. Journal of Teach-ing in Physical Education, 42(4), 757–766. https://doi.org/10.1123/jtpe.2022-0193
Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psy-chology, 101(3), 671–688. https://doi.org/10.1037/a0015083
Vallerand, R. J., Blais, M. R., Briere, N. M., & Pelletier, L. G. (1989). Construction et validation de I’echelle de motivation en education (EME). Canadian Journal of Behavioural Science / Revue canadi-enne des sciences du comportement, 21(3), 323-349. https://doi.org/10.1037/h0079855
Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J., Antczak, D., Ntou-manis, N., Ryan, R. M., & Lonsdale, C. (2020). Self-Determination theory applied to physical edu-cation: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444–1469. https://doi.org/10.1037/edu0000420
Vlachopoulos, S. P., & Michailidou, S. (2006). Development and initial validation of a measure of auton-omy, competence, and relatedness in exercise: The Basic Psychological Needs in Exercise Scale. Measurement in Physical Education and Exercise Science, 10(3), 179-201. https://doi.org/10.1207/s15327841mpee1003_4
Zapatero J. A., González, M. D., & Campos, A. (2018). El modelo competencial en Educación Física: con-tribución, evaluación y vinculación con sus contenidos. Cultura, Ciencia y Deporte, 13(37), 17-30. https://doi.org/10.12800/ccd.v13i37.1035
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Ángel Camacho-Carranza, José Manuel Cantonero-Cobos, Bartolomé J. Almagro
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and ensure the magazine the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this magazine.
- Authors can establish separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Is allowed and authors are encouraged to disseminate their work electronically (eg, in institutional repositories or on their own website) prior to and during the submission process, as it can lead to productive exchanges, as well as to a subpoena more Early and more of published work (See The Effect of Open Access) (in English).
This journal provides immediate open access to its content (BOAI, http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess) on the principle that making research freely available to the public supports a greater global exchange of knowledge. The authors may download the papers from the journal website, or will be provided with the PDF version of the article via e-mail.
