The mediating role of motivational climate between interpersonal teaching styles and academic self-concept among university student of Physical Education: Is there a gender difference?
Year: 2025
Type: article
Study design: Observational Study
Abstract: This study aimed to analyze the mediating effect of motivational climate on the relationship between interpersonal teaching styles and academic self-concept in university Physical Education students, considering gender differences. To achieve this, two complementary studies were conducted. In Study 1, the Motivational Climate in Higher Education Scale was adapted and validated for use in the Mexican university context. In Study 2, a mediation model was evaluated, analyzing how teaching styles (autonomy support and controlling style) influence academic confidence and effort, with motivational climate as a mediating factor. The study followed a cross-sectional design with a sample of 1,164 students from the Bachelor’s Degree in Physical Education at the Autonomous University of Baja California. The results showed that autonomy support from teachers positively predicts students’ academic confidence and effort, while the controlling style had no direct effect on these variables. Additionally, gender differences were identified: among male students, task-involving motivational climate mediated the relationship between autonomy support and academic self-concept, whereas among female students, the effect was direct. These findings highlight the importance of promoting learning environments based on autonomy, which foster academic confidence and effort, while avoiding controlling teaching strategies that could negatively impact students’ educational development.
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: hybrid
Estimated APC paid: $3,740
OpenAlex ID: W4413302918