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

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

• Self-concept
• Emotional intelligence
• Motivational climate
• Schoolchildren
• Structural equation modelling
• Physical education