@misc{10481/55179,
year = {2018},
month = {10},
url = {http://hdl.handle.net/10481/55179},
abstract = {Objectives: The aim of this study was to analyze a model of prediction of satisfaction with
bilingual physical education from basic psychological needs and motivation. Methods: The sample
consisted of 758 students (347 men and 411 women) in secondary education in Spain, aged between
13 years and 18 years (M = 15.22, SD = 1.27). Questionnaires of the Scale of Psychological Basic Needs,
Perceived Locus of Causality, and the bilingual Scale Satisfaction Instrument (SSI-PE), all adapted to
physical education were used in the exercise. Results: Descriptive analyses, correlation and structural
equation models were performed. Intrinsic motivation showed a high and positive relationship with
identity regulation and satisfaction/fun, and boredom negatively correlated with all scales except
amotivation. Conclusion: The equations in this model prove that autonomy is the best predictor of
intrinsic motivation, and that this is the best predictor of satisfaction in bilingual physical education.},
publisher = {MDPI},
keywords = {Physical education},
keywords = {Motivation},
keywords = {Structural equations},
keywords = {Satisfaction},
title = {Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory},
author = {Baena Extremera, Antonio and Granero-Gallegos, Antonio and Fernández Baños, Raúl and Ortiz Camacho, María Del Mar},
}