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. 2024 Nov 8;10(22):e40214.
doi: 10.1016/j.heliyon.2024.e40214. eCollection 2024 Nov 30.

Explanatory model of motivational climate, self-concept and emotional intelligence in primary school students: Structural equation analysis

Guillermo Moreno-Rosa  1 , Carlos Javier López-Gutiérrez  1 , Manuel Castro-Sánchez  1
Affiliations

Explanatory model of motivational climate, self-concept and emotional intelligence in primary school students: Structural equation analysis

Guillermo Moreno-Rosa et al. Heliyon. .

Abstract

Motivational Climate, self-concept and emotional intelligence are important factors for education and learning in children and teenagers, with special relevance in Physical Education (PE).

Purpose: Addressing a gap in the literature, this study sought to develop and compare an explanatory model for analysing the relationships within the perceived teacher-generated motivational climate, self-concept and emotional intelligence in schoolchildren, using structural equation analysis.

Methods: The sample consisted of 347 Spanish primary school students of both genders (46.4 % boys; 53.6 % girls; Meanage = 10.55, SD = 0.97). The Form 5 Self-Concept Questionnaire (AF5), the Trait Meta-Mood Scale (TMMS-24), and the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2) were used for data collection. Structural equation modelling was carried out that was adequately adjusted (χ2 = 190.152; DF = 71; p < .001; CFI = .947; NFI = .938; IFI = .949; RMSEA = .070).

Results: The structural equation model demonstrated a positive association between a task-focused motivational climate and both emotional intelligence and self-concept levels, with a negative relationship between an ego-involving motivational climate and self-concept. No significant association was observed between self-concept and emotional intelligence.

Conclusion: A stronger predisposition toward a task-oriented motivational climate fosters greater development of emotional intelligence and self-concept in primary school students.

Keywords: Emotional intelligence; Motivational climate; Physical education; Primary school; Schoolchildren; Self-concept; Structural equation modelling.

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Conflict of interest statement

The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

Figures

Fig. 1
Fig. 1
Theoretical Model. Note: EC = Ego climate; TC = Task climate; SC = Self-Concept; EI = Emotional Intelligence; CL = Cooperative learning; E/I = Effort/improvement; IR = Important role; PM = Punishment for mistakes; UR = Unequal recognition; MGR = Member rivalry; ASC = Academic self-concept; SSC = Social self-concept; ESC = Emotional self-concept; FSC = Family self-concept; PSC = Physical Self-Concept; EIPE = Emotional Perception; EIEU = Emotional Understanding; EIER = Emotional Regulation.
Fig. 2
Fig. 2
Structural Equation Model. Note: EC = Ego climate; TC = Task climate; SC = Self-Concept; EI = Emotional Intelligence; CL = Cooperative learning; E/I = Effort/improvement; IR = Important role; PM = Punishment for mistakes; UR = Unequal recognition; MGR = Member rivalry; ASC = Academic self-concept; SSC = Social self-concept; ESC = Emotional self-concept; FSC = Family self-concept; PSC = Physical Self-Concept; EIPE = Emotional Perception; EIEU = Emotional Understanding; EIER = Emotional Regulation.
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