Analysis of Motivation, Emotional Intelligence and Perception of Autonomy Support in High School Students in Physical Education Classes. Differences by Sex and Age

Abstract

The aim of the study was to analyze differences in the perception of teacher autonomy support in Physical Education classes, motivation, and emotional intelligence based on gender and age among a group of secondary school students. The sample consisted of 1,069 students (522 boys) aged between 12 and 18 years (M = 14.55; SD = 1.54). To collect data, participants completed the Learning Climate questionnaire to Physical Education, the Sport Motivation Scale-II motivation questionnaire, and the Trait Meta-Mood Scale emotional intelligence questionnaire, all validated in Spanish. The results showed that autonomy support was positively related to motivation. Girls exhibited lower motivation levels than boys, less emotional clarity and repair, and a greater need for emotional attention compared to boys. Regarding age, no significant differences were found within the secondary school stage, although younger students showed higher extrinsic motivation and less dependence on emotional attention. This highlights the need to work on aspects that promote motivation and autonomy, particularly among girls.