The purpose of this study is to show the results and the transcendental conclusions about various kinds of emotions—positive or pleasant and negative or unpleasant—and their intensity as far as they are felt by students of the fifth and sixth grade of Primary Education in the area of Physical Education, comparing the emotional states according to gender and their body-mass index (BMI). The implication is to provide a new, emotional approach, which up to now has been insufficiently dealt with in educational research. The sample was composed of 786 students of the fifth and sixth grade of Primary Education from five localities in the province of Albacete (Spain). In order to assess affectivity, the version of PANAS (Positive and Negative Affect Schedule; Watson, Clark and Tellegen, 1988) was used, validated in Spanish by Sandín (2003) for use with children and teenagers (PANASN). The results showed that the scores were higher in the positive emotions than in the negative ones. In addition, the results showed significant differences among boys and girls in the Physical Education class, especially in the variables which contribute the most to the factor of positive emotions. In relation to the analysis about the differences according to the students’ BMI, it is noteworthy that in the dimension of positive emotions, all the highest average scorings are found in the students without obesity/overweight problems. With respect to the dimension of negative emotions, all the highest average scorings were found in the students with obesity/overweight problems. The results showed significant differences according to BMI among students with obesity/overweight problems and students without obesity/overweight problems in positive emotions. There were no significant differences in negative emotions. Boys as much as girls without obesity/overweight problems show more positive emotions than boys and girls with obesity/overweight problems. Intervention programmes are required, and they should include enjoyment as an essential condition for practicing sport, encouraging the development of positive affects, and diminishing the negative affects in boys and girls.
The aim of this study was to analyze the primary school students’ perception of their motor competence in the area of Physical Education, with respect to the affective domain and improvement. The sample consisted of 428 primary school students aged between 8 and 12 years (M=10.43; SD=0.837) (Castilla La Mancha, Spain). Perceived motor competence (PMC) was measured by the Perception of Competence Questionnaire (POC); perfectionism was measured by the three subscales of the Child Perfectionism Questionnaire, and, finally, affectivity was assessed by the PANAS (Positive and Negative Affect Schedule) questionnaire. Positive correlations were obtained between all the dimensions of the PMC and self-improvement (p<.05). Significant gender differences were found in the PMC dimension Peers and Self-Experience, with higher scores in males (p<.05). Differences were also found in the PMC dimension Peers as a function of weight status, being lower in the overweight group (p<.05). Age was related to self-experience being higher the older one was (p<.05). A model was generated that explained 23.7% of PMC with the total dimension of self-improvement and weight status. Three distinct profiles, called high, medium and low self-improvement, were detected. These groups in turn showed an analogy in perceived motor competence, high, medium and low, the result also obtained in the regression analysis (p<.05). These results extend the relationship between perceived motor competence and self-improvement in primary school children and are potentially of interest to the fields of education and psychology.
El estudio se ocupa de realizar una evaluación diagnostica de los afectos y de la intensidad de estos que autoperciben los alumnos de Educación Primaria en las clases del área de Educación Física, evaluando los estados afectivos en función del género y de su índice de masa corporal (IMC). La muestra la conforman 786 alumnos de 5º y 6º de Educación Primaria. Para evaluar la afectividad se utilizó la versión del PANAS validada en castellano por Sandín (2003). Las puntuaciones son más elevadas en los afectos positivos que en los negativos. Los resultados evidencian diferencias significativas entre chicos y chicas en las variables que más contribuyen al factor de afectos positivos. En cuanto a las diferencias en función del IMC del alumnado en la dimensión afectos positivos, todas las puntuaciones medias más elevadas se encuentran en el alumnado sin problemas de obesidad/sobrepeso. En la dimensión estados afectivos negativos todas las puntuaciones medias más elevadas se encuentran en el alumnado con problemas de obesidad/sobrepeso. Se evidencian diferencias significativas en función del IMC entre alumnos con problemas de sobrepeso/obesidad y alumnos sin problemas de sobrepeso/obesidad en los afectos positivos. No existen diferencias significativas en afectos negativos. Tanto los chicos como las chicas sin problemas de obesidad/sobrepeso presentan más afectos positivos que los chicos y chicas con problemas de obesidad/sobrepeso. En cuanto a los afectos negativos se confirma un patrón diferenciado entre chicos y chicas.
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