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The Influence of the Teacher’s Prosocial Skills on the Mindwandering, Creative Intelligence, Emotions, and Academic Performance of Secondary Students in the Area of Physical Education Classes

Author

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  • Ruben Trigueros

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

  • Marta García-Tascón

    (Faculty of Sports Science, Univeridad Pablo de Olavide, 41704 Seville, Spain)

  • Ana M. Gallardo

    (Faculty of Sports, Saint Anthony Catholic University, 30107 Guadalupe-Murcia, Spain)

  • Antonio Alías

    (Department of Education, 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)

Abstract

Physical Education classes are a key context for the development of creativity due to interactions with peers and the resolution of complex motor skills. Therefore, the aim of this study is to analyze the influence of the teacher’s social behaviors on the mindwandering, emotional state, and academic performance of Physical Education students. The study involved 606 high school students and 36 physical education teachers. A structural equation model was used to analyze the relationship between the variables of the study. The results showed how the teacher’s prosocial and antisocial behaviors had a negative influence on mindwandering. In turn, mindwandering negatively predicted creative intelligence. Likewise, creative intelligence positively predicted a positive emotional state and academic performance and negatively predicted a negative emotional state. Finally, a positive emotional state positively predicted academic performance, while a negative emotional state predicted it negatively. Therefore, the results achieved in the study showed how mindwandering should be promoted in the educational field as a means of encouraging creativity and therefore increasing the well-being of students, which is conducive to academic performance.

Suggested Citation

  • Ruben Trigueros & Marta García-Tascón & Ana M. Gallardo & Antonio Alías & José M. Aguilar-Parra, 2020. "The Influence of the Teacher’s Prosocial Skills on the Mindwandering, Creative Intelligence, Emotions, and Academic Performance of Secondary Students in the Area of Physical Education Classes," IJERPH, MDPI, vol. 17(4), pages 1-10, February.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:4:p:1437-:d:324287
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    References listed on IDEAS

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    1. Rubén Trigueros & José M. Aguilar-Parra & Joaquín F. Álvarez & Adolfo J. Cangas, 2019. "Adaptation and Validation of the Mind-Wandering Questionnaire (MWQ) in Physical Education Classes and Analysis of Its Role as Mediator between Teacher and Anxiety," Sustainability, MDPI, vol. 11(18), pages 1-10, September.
    2. 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.
    3. Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & Remedios López-Liria & Joaquín F. Álvarez, 2019. "Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence," IJERPH, MDPI, vol. 16(13), pages 1-11, June.
    4. Rubén Trigueros & José M. Aguilar-Parra & Adolfo J. Cangas & Rosario Bermejo & Carmen Ferrandiz & Remedios López-Liria, 2019. "Influence of Emotional Intelligence, Motivation and Resilience on Academic Performance and the Adoption of Healthy Lifestyle Habits among Adolescents," IJERPH, MDPI, vol. 16(16), pages 1-12, August.
    5. Rubén Trigueros & Adolfo J. Cangas & José M. Aguilar-Parra & Joaquín F. Álvarez & Alexandre García-Más, 2019. "No More Bricks in the Wall: Adopting Healthy Lifestyles through Physical Education Classes," IJERPH, MDPI, vol. 16(23), pages 1-16, December.
    6. Rubén Trigueros & Antonio Alias & Ana M. Gallardo & Marta García-Tascón & José M. Aguilar-Parra, 2020. "Validation and Adaptation of the Prosocial and Antisocial Behavior in Sport Scale to the Spanish context of Physical Education," IJERPH, MDPI, vol. 17(2), pages 1-9, January.
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    Cited by:

    1. Sebastián Fierro-Suero & Bartolomé J. Almagro & Pedro Sáenz-López, 2020. "Validation of the Achievement Emotions Questionnaire for Physical Education (AEQ-PE)," IJERPH, MDPI, vol. 17(12), pages 1-12, June.
    2. Maria E. Alves & Daniel A. Marinho & Duarte N. Carneiro & Jorge Alves & Pedro Forte & Alan M. Nevill & Jorge E. Morais, 2020. "A Visual Scan Analysis Protocol for Postural Assessment at School in Young Students," IJERPH, MDPI, vol. 17(8), pages 1-9, April.

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