Self-determination in secondary school students and their relationship with emotional intelligence and support for autonomy

Abstract

In secondary education, a period characterized by multiple psychological, behavioral, and social changes in young people, academic motivation tends to decrease. This study focuses on physical education (PE) classes as a key space to positively influence students’ motivation and emotional development, based on the SelfDetermination Theory (SDT). This theory emphasizes the importance of satisfying three basic psychological needs (BPN): competence, autonomy, and social relationships, which in turn favor intrinsic motivation (IM) and emotional wellbeing. The findings highlight the need for adapted pedagogical strategies that promote autonomy, a positive climate and gender equity to maximize the positive impact of PE classes on the integral development of adolescents. In conclusion, PE classes can play a crucial role in improving student motivation and wellbeing if they are structured in a way that supports BPN and fosters an inclusive and motivating learning environment.