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Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage

Author

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  • David Manzano-Sánchez

    (Department of Physical Activity and Sport, Faculty of Sport Sciences, University of Murcia, Santiago de la Ribera, 30720 Murcia, Spain)

  • Alberto Gómez-Mármol

    (Department of Didactics of Plastic, Musical and Dynamic Expression, Faculty of Education, University of Murcia, Espinardo, 30100 Murcia, Spain)

  • Luis Conte Marín

    (Department of Physical Activity and Sport, Faculty of Sport Sciences, University of Murcia, Santiago de la Ribera, 30720 Murcia, Spain)

  • José Francisco Jiménez-Parra

    (Department of Physical Activity and Sport, Faculty of Sport Sciences, University of Murcia, Santiago de la Ribera, 30720 Murcia, Spain)

  • Alfonso Valero-Valenzuela

    (Department of Physical Activity and Sport, Faculty of Sport Sciences, University of Murcia, Santiago de la Ribera, 30720 Murcia, Spain)

Abstract

The purpose of this study was to show the relationship between future academic expectations and the concepts of motivation, basic psychological needs, school social climate, and responsibility. Additionally, possible differences in future expectations were analyzed according to gender and educational stage. A total of 984 students (M = 12.87; SD = 1.84) from elementary and secondary school participated in this study. A single questionnaire composed of different scales was administered to check the values of motivation (EME), psychological need satisfaction (PNSE), school social climate (CECSCE), responsibility (PSRQ), sociodemographic differences, and a question to find out future academic expectations. Results showed that the group with the highest future expectations (do a degree or upper vocational training) had statistical differences of p < 0.001 with respect to the group with the lowest future expectations (finish compulsory secondary studies or basic vocational training and start work) and middle expectations (do a high school or middle vocational training) with regard to autonomous motivation, satisfaction of psychological needs, school and teacher climate, and social and personal responsibility. The group with the lowest expectations had higher values with respect to the other two groups in terms of amotivation ( p < 0.001). Moreover, women and elementary school children had greater future academic expectations ( p < 0.001). In conclusion, the promotion of basic psychological needs satisfaction, autonomous motivation, personal and social responsibility, and school social climate are related to higher academic expectations, and the improvement of these variables becomes especially important for boys and secondary students who could have a higher chance of dropping out of school.

Suggested Citation

  • David Manzano-Sánchez & Alberto Gómez-Mármol & Luis Conte Marín & José Francisco Jiménez-Parra & Alfonso Valero-Valenzuela, 2021. "Future Academic Expectations and Their Relationship with Motivation, Satisfaction of Psychological Needs, Responsibility, and School Social Climate: Gender and Educational Stage," IJERPH, MDPI, vol. 18(9), pages 1-10, April.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:9:p:4558-:d:543248
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    References listed on IDEAS

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    1. David Manzano-Sánchez & Alfonso Valero-Valenzuela & Antonio Conde-Sánchez & Ming-Yao Chen, 2019. "Applying the Personal and Social Responsibility Model-Based Program: Differences According to Gender between Basic Psychological Needs, Motivation, Life Satisfaction and Intention to be Physically Act," IJERPH, MDPI, vol. 16(13), pages 1-11, July.
    2. Cezary Kuśnierz & Aleksandra M. Rogowska & Iuliia Pavlova, 2020. "Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study," IJERPH, MDPI, vol. 17(16), pages 1-21, August.
    3. Alfonso Valero-Valenzuela & Oleguer Camerino & David Manzano-Sánchez & Queralt Prat & Marta Castañer, 2020. "Enhancing Learner Motivation and Classroom Social Climate: A Mixed Methods Approach," IJERPH, MDPI, vol. 17(15), pages 1-14, July.
    4. Alexander Gil-Arias & Sergio Diloy-Peña & Javier Sevil-Serrano & Luis García-González & Ángel Abós, 2020. "A Hybrid TGfU/SE Volleyball Teaching Unit for Enhancing Motivation in Physical Education: A Mixed-Method Approach," IJERPH, MDPI, vol. 18(1), pages 1-20, December.
    5. Alfonso Valero-Valenzuela & Gabriel López & Juan Antonio Moreno-Murcia & David Manzano-Sánchez, 2019. "From Students’ Personal and Social Responsibility to Autonomy in Physical Education Classes," Sustainability, MDPI, vol. 11(23), pages 1-10, November.
    6. Yool Choi, 2018. "Student Employment and Persistence: Evidence of Effect Heterogeneity of Student Employment on College Dropout," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(1), pages 88-107, February.
    7. Naiara Escalante Mateos & Arantza Fernández-Zabala & Eider Goñi Palacios & Iker Izar-de-la-Fuente Díaz-de-Cerio, 2020. "School Climate and Perceived Academic Performance: Direct or Resilience-Mediated Relationship?," Sustainability, MDPI, vol. 13(1), pages 1-14, December.
    8. Yi-Hsiang Pan & Chen-Hui Huang & I-Sheng Lee & Wei-Ting Hsu, 2019. "Comparison of Learning Effects of Merging TPSR Respectively with Sport Education and Traditional Teaching Model in High School Physical Education Classes," Sustainability, MDPI, vol. 11(7), pages 1-15, April.
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