Análisis de la Motivación, Inteligencia Emocional y Percepción de Apoyo a la Autonomía en Estudiantes de Educación Secundaria en las Clases de Educación Física. Diferencias por Sexo y Edad

David Manzano-Sánchez; Sebastián Gómez-Vázquez; Manuel Gómez-López; Antonio Granero-Gallegos

doi:10.12800/ccd.v21i67.2241

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

Authors

David Manzano-Sánchez Dept. of Didactics of Musical, Plastic and Corporal Expression, Faculty of Education and Psychology, University of Extremadura, Spain https://orcid.org/0000-0003-2155-4515
Sebastián Gómez-Vázquez International School of Doctoral Studies, University of Murcia, Spain
Manuel Gómez-López Dept. of Physical Activity and Sport, Faculty of Sport Sciences, University of Murcia, Spain. https://orcid.org/0000-0002-4595-3994
Antonio Granero-Gallegos Dept. of Education, Faculty of Education Sciences, University of Almeria, Spain https://orcid.org/0000-0002-1385-8386

DOI:

https://doi.org/10.12800/ccd.v21i67.2241

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.

Author Biographies

David Manzano-Sánchez, Dept. of Didactics of Musical, Plastic and Corporal Expression, Faculty of Education and Psychology, University of Extremadura, Spain

Profesor Contratado Doctor

Manuel Gómez-López, Dept. of Physical Activity and Sport, Faculty of Sport Sciences, University of Murcia, Spain.

Profesor Titular de Universidad

Antonio Granero-Gallegos, Dept. of Education, Faculty of Education Sciences, University of Almeria, Spain

Profesor Titular de Universidad

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Published

2026-04-23

How to Cite

Manzano-Sánchez, D., Gómez-Vázquez, S., Gómez-López, M., & Granero-Gallegos, A. (2026). Analysis of Motivation, Emotional Intelligence and Perception of Autonomy Support in High School Students in Physical Education Classes. Differences by Sex and Age. Cultura, Ciencia Y Deporte, 21(67). https://doi.org/10.12800/ccd.v21i67.2241

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Issue

Vol. 21 No. 67 (2026)

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Artículos / Articles

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