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Sustainability 2018, 10(10), 3613;

Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory

Department of Didactic of Corporal Expression, Faculty of Education Sciences, Granada 18071, Spain
Department of Education, Faculty of Education Sciences, Almería 04120, Spain
Department of Physical Education and Sports Science, Autonomous University of Baja California, 21289 Mexicali, Mexico
Author to whom correspondence should be addressed.
Received: 14 September 2018 / Revised: 4 October 2018 / Accepted: 5 October 2018 / Published: 10 October 2018
(This article belongs to the Section Sustainable Education and Approaches)
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Objectives: The aim of this study was to analyze a model of prediction of satisfaction with bilingual physical education from basic psychological needs and motivation. Methods: The sample consisted of 758 students (347 men and 411 women) in secondary education in Spain, aged between 13 years and 18 years (M = 15.22, SD = 1.27). Questionnaires of the Scale of Psychological Basic Needs, Perceived Locus of Causality, and the bilingual Scale Satisfaction Instrument (SSI-PE), all adapted to physical education were used in the exercise. Results: Descriptive analyses, correlation and structural equation models were performed. Intrinsic motivation showed a high and positive relationship with identity regulation and satisfaction/fun, and boredom negatively correlated with all scales except amotivation. Conclusion: The equations in this model prove that autonomy is the best predictor of intrinsic motivation, and that this is the best predictor of satisfaction in bilingual physical education. View Full-Text
Keywords: physical education; motivation; structural equations; satisfaction physical education; motivation; structural equations; satisfaction

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Baena-Extremera, A.; Granero-Gallegos, A.; Baños, R.; Ortiz-Camacho, M.M. Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory. Sustainability 2018, 10, 3613.

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