According to a WHO report (2018), more than 80% of adolescents do not do enough physical activity. Physical Education (PE) classes should be aimed at solving this problem. The present study aims to analyze the influence teachers have on motivation, embarrassment and intention to be physically active among their students. A total of 604 secondary school students participated in the study. Various statistical analyses were carried out to explain the causal relationships between the variables. The results revealed a positive relation between the autonomy support and the satisfaction of basic psychological needs (BPN), and a negative relation with the frustration of BPN. In contrast, perceived control revealed a positive relation with frustration of BPN, and a negative relation with the satisfaction of BPN. Satisfaction of BPN was negatively related to embarrassment and positively related to self-determined motivation. On the other hand, frustration of BPN was positively related to embarrassment and negatively with self-determined motivation. Embarrassment was negatively related to self-determined motivation, and the latter was positively related to intention to be physically active. Indeed, the study demonstrates the influence and the importance of PE teachers and of the motivational and emotional processes of adolescents during PE classes and the role they play in acquiring the habits of an active lifestyle.

The objective of the present study is to analyze the influence of coaches on emotional intelligence and on levels of anxiety, motivation, self-esteem, and resilience among athletes. Five-hundred forty-seven semi-professional athletes between the ages of 16 and 19 participated in this study. Various statistical analyses were conducted which explain the causal relationships between the variables. The results, obtained using a structural equations model, find that while autonomy support positively predicts emotional intelligence, perceived control predicts it negatively. Moreover, emotional intelligence positively predicts self-esteem and self-determined motivation, but negatively predicts anxiety. Other results show that self-esteem positively predicts self-determined motivation, whereas anxiety predicts it negatively. Finally, self-determined motivation positively predicts resilience. Indeed, the study demonstrates the influence and the importance of coaches in relation to the emotional intelligence, psychological well-being, and motivational processes of adolescent athletes when the latter engage in their respective sports. These results help to better understand how different behavioral, emotional, and social aspects belonging to the athlete interrelate with one another during competition.

According to WHO data, only around 20% of adolescents participate in physical activity (PA) during their free time. The social context can act as a support for adolescents to do PA, given the effect that both parents, friends and teachers have on young people’s behaviour owing to the large amount of time and influence they have on them. Therefore, the aim of this study is to analyse the role of the social context on adolescents’ motivation to practise PA and their intention to be physically active. This study involved the participation of students in compulsory and post-compulsory secondary education. Several statistical analyses were performed, including three confirmatory factorial analyses of the scales and a structural equations model that explains the causal relationships between the variables. The results showed how support for autonomy in the social context positively predicts autonomous motivation, whereas the psychological control of the social context negatively predicts it. Autonomous motivation positively predicted intent, attitude, behavioural control and subjective norms, and consequently, the practice of physical activity. In short, the study showed how the three validated scales have adequate goodness-of-fit indices while the structural equations model demonstrated the influence of the social context on the student’s motivational processes and the adoption of active life habits.

Schools have traditionally focused on the cognitive development of students without paying attention to how emotions modulate the students’ psychological state and how this affects their academic performance. For that, the aim of this study is to determine the influence of emotions on the motivation of primary school students to learn French as a foreign language, and their influence on the adoption of adaptive habits and academic performance. For this purpose, the sample of participants consisted of 394 students who ranged in age from 10 to 13 years who answered three questionnaires on the study variables. Several statistical analyses were carried out that helped explain the causal relationships between the study variables and a predictive model hypothesized through structural equation modeling was created. The results revealed that positive emotion positively influenced academic motivation. At the same time, academic motivation was positively related to leisure habits related to French, and this was positively related to academic performance. In light of these results, the importance of attending to emotions in a foreign language class is highlighted, as well as the academic motivation of the students as it leads to adaptive behaviors and habits related to the learning of French.

Despite the multiple benefits associated with practicing physical activity regularly, less than 20% of the population do it on a daily basis. Physical education classes could contribute, during childhood and adolescence, to consolidating adherence to healthy lifestyle habits. The present study involved 606 secondary school students between the ages of 13 and 19. We analysed the relationships between the perception of psychological control and support for autonomy, the satisfaction and frustration of psychological needs, mind-wandering and mindfulness, positive and negative emotions, motivation towards physical education classes, physical activity and the intention to be physically active—all through a structural equation model, which presented acceptable goodness-of-fit indices. The results showed that students who feel more autonomous see that their psychological needs are met and feel emotionally positive; this will result in the development of autonomous motivation towards physical education classes and physical activity that, in turn, could lead to a greater intention to be physically active.

EL EFECTO DE LA MOTIVACIÓN SOBRE LA RESILIENCIA Y LA ANSIEDAD DEL DEPORTISTA