Motivational Climate and Gender Differences in Physical Education Classes for High School Students in Aguascalientes
DOI:
https://doi.org/10.33064/2025docere338680Keywords:
physical activity, empowering climate, disempowering climate, professionalsAbstract
This study examined perceptions of the motivational climate in physical education classes among high school students in Aguascalientes, Mexico, with a particular focus on gender differences. The sample consisted of 340 adolescents (121 males and 219 females) aged 14 to 18. A validated questionnaire adapted to the Mexican context was administered, and the Mann–Whitney U test was used to identify significant differences between groups. Findings indicate that female students perceive disempowering climates more frequently than their male counterparts. No significant differences were observed in task-interest factors or in perceptions of autonomy support. The study concludes that it is necessary to promote pedagogical strategies that foster empowering, equitable, and motivating climates in physical education in order to encourage sustained participation in physical activity. Moreover, it underscores the importance of teaching approaches that help reduce gender gaps and enhance students’ overall well‑being.
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