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The Dark Side of the Self-Determination Theory and Its Influence on the Emotional and Cognitive Processes of Students in Physical Education

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  • Rubén Trigueros

    (Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain)

  • José M. Aguilar-Parra

    (Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almería, 04120 Almería, Spain)

  • Remedios López-Liria

    (Department of Nursing, Physiotherapy and Medicine, Health Research Centre, University of Almería, 04120 Almería, Spain)

  • Patricia Rocamora

    (Department of Nursing, Physiotherapy and Medicine, Health Research Centre, University of Almería, 04120 Almería, Spain)

Abstract

Amongst the main objectives of physical education (PE) classes is the consolidation of healthy lifestyle habits in young people and adolescents. Nonetheless, these classes can also provide the basis from which adverse experiences are generated which affect students’ perceptions of these classes. Previously conducted studies have focused on motivational processes and not on emotional processes, nor on the way in which students learn. The objective of the present study was to explore the dark side of the self-determination theory, its influence on emotional intelligence and the meta-cognitive strategies of students. Methodology: A total of 1602 young people undertaking secondary education participated, with self-reported ages between 13 and 19 years. The following questionnaires were utilized: Controlling Coach Behaviors Scale, Frustration of Psychological Needs in PE classes Scale, Emotional Intelligence in PE Scale and Motivated Strategies for Learning Questionnaire. A structural equation model was developed which explained causal associations between the study variables. Results: Psychological control positively predicted each one of the sub-factors of frustration of psychological needs. Frustration of psychological needs negatively predicted emotional intelligence. Finally, emotional intelligence positively predicted meta-cognitive thinking. Conclusions: The influence and importance of the teaching style adopted by teachers is indicated, in addition to the effect of students’ psychological experiences on emotions and learning strategies.

Suggested Citation

  • Rubén Trigueros & José M. Aguilar-Parra & Remedios López-Liria & Patricia Rocamora, 2019. "The Dark Side of the Self-Determination Theory and Its Influence on the Emotional and Cognitive Processes of Students in Physical Education," IJERPH, MDPI, vol. 16(22), pages 1-11, November.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:22:p:4444-:d:286256
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    References listed on IDEAS

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    1. Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & Joaquín F. Álvarez, 2019. "Validation of the Scale of Emotional States in the Physical Education Context," Sustainability, MDPI, vol. 11(18), pages 1-13, September.
    2. Lili Tian & Qinqin Tian & E. Scott Huebner, 2016. "School-Related Social Support and Adolescents’ School-Related Subjective Well-Being: The Mediating Role of Basic Psychological Needs Satisfaction at School," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 128(1), pages 105-129, August.
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    1. María Angeles Peláez-Fernández & Sergio Mérida-López & Carolina Yudes & Natalio Extremera, 2024. "How can the Social Family Climate Contribute to Emotional Intelligence in Preventing Suicidal Ideation and Promoting Life Satisfaction Among Adolescents?," Applied Research in Quality of Life, Springer;International Society for Quality-of-Life Studies, vol. 19(5), pages 2915-2932, October.
    2. Ruben Trigueros & Joaquín F. Álvarez & Adolfo J. Cangas & José M. Aguilar-Parra & Cristina Méndez-Aguado & Patricia Rocamora & Remedios López-Liria, 2020. "Validation of the Scale of Basic Psychological Needs towards Physical Exercise, with the Inclusion of Novelty," IJERPH, MDPI, vol. 17(2), pages 1-11, January.
    3. Ginés David López-García & Antonio Granero-Gallegos & María Carrasco-Poyatos & Rafael Burgueño, 2023. "Detrimental Effects of Disempowering Climates on Teaching Intention in (Physical Education) Initial Teacher Education," IJERPH, MDPI, vol. 20(1), pages 1-14, January.
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    5. Rafael Burgueño & Ángel Abós & Luis García-González & Henri Tilga & Javier Sevil-Serrano, 2021. "Evaluating the Psychometric Properties of a Scale to Measure Perceived External and Internal Faces of Controlling Teaching among Students in Physical Education," IJERPH, MDPI, vol. 18(1), pages 1-15, January.
    6. Géraldine Escriva-Boulley & Emma Guillet-Descas & Nathalie Aelterman & Maarten Vansteenkiste & Nele Van Doren & Vanessa Lentillon-Kaestner & Leen Haerens, 2021. "Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach," IJERPH, MDPI, vol. 18(14), pages 1-27, July.
    7. Antonio Granero-Gallegos, 2020. "New Developments in Physical Education and Sport," IJERPH, MDPI, vol. 17(24), pages 1-9, December.
    8. Rubén Trigueros & Ana Padilla & José M. Aguilar-Parra & María J. Lirola & Amelia V. García-Luengo & Patricia Rocamora-Pérez & Remedios López-Liria, 2020. "The Influence of Teachers on Motivation and Academic Stress and Their Effect on the Learning Strategies of University Students," IJERPH, MDPI, vol. 17(23), pages 1-11, December.
    9. Andre Koka & Henri Tilga & Hanna Kalajas-Tilga & Vello Hein & Lennart Raudsepp, 2020. "Detrimental Effect of Perceived Controlling Behavior from Physical Education Teachers on Students’ Leisure-Time Physical Activity Intentions and Behavior: An Application of the Trans-Contextual Model," IJERPH, MDPI, vol. 17(16), pages 1-21, August.

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