Intrinsic Motivation: Knowledge, Achievement, and Experimentation in Sports Science Students-Relations with Emotional
Isabel Mercader-Rubio1, Nieves Gutiérrez Ángel1, Sofia Silva2,3,4
1Department of Psychology, Faculty of Education Sciences, Universidad de Almería, La Cañada, 04120 Almería, Spain.
Behavioral Sciences (Basel, Switzerland)
|July 28, 2023
Summary
This study found that emotional intelligence, including attention, clarity, and regulation, is linked to intrinsic motivation in sports science students. Higher emotional intelligence correlates with greater intrinsic motivation to know, achieve, and experience stimuli in sports.
Area of Science:
- Sport Psychology
- Motivation Science
- Emotional Intelligence Research
Background:
- Intrinsic motivation (IM) is crucial for sustained sports participation, influencing initiation, maintenance, and abandonment.
- Self-Determination Theory provides a framework for understanding motivation, distinguishing intrinsic drives from external rewards.
- Emotional intelligence (EI) components, including attention, clarity, and regulation, are increasingly recognized as factors influencing behavior.
Purpose of the Study:
- To analyze the relationship between intrinsic motivation and emotional intelligence in sports science students.
- To examine how emotional attention, clarity, and regulation relate to specific facets of intrinsic motivation.
- To explore the connection between EI dimensions and intrinsic motivation to acquire knowledge, achieve goals, and experience stimulation.
Main Methods:
- A sample of 163 undergraduate and master's students in Physical Activity and Sports Sciences participated.
- Intrinsic motivation was assessed using the Sports Motivation Scale (SMS/EMD).
- Emotional intelligence was measured using the Trait Meta-Mood Scale (TMMS-24).
Main Results:
- A significant relationship was found between all three dimensions of emotional intelligence (attention, clarity, regulation) and intrinsic motivation.
- Emotional intelligence dimensions positively correlated with intrinsic motivation to know, achieve, and experience stimulation.
- These findings highlight the integral role of emotional intelligence in fostering intrinsic motivation within a sports context.
Conclusions:
- Emotional intelligence is a significant predictor of intrinsic motivation among student athletes.
- Developing emotional skills can enhance athletes' intrinsic drive and engagement in sports.
- The study underscores the importance of integrating emotional intelligence training into sports science programs.
More Related Videos
00:08A Cross-Disciplinary and Multi-Modal Experimental Design for Studying Near-Real-Time Authentic Examination Experiences
Published on: September 4, 2019
7.1K
13:57Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective
Published on: July 1, 2015
12.6K
Related Concept Videos
01:29Introduction to Motivation and Emotion
419
Motivation is a multifaceted process that drives behavior toward fulfilling various physiological or psychological needs. This process involves initiating, guiding, and maintaining specific actions influenced by internal and external factors. For example, when someone feels hungry while watching television, hunger is a motivator, prompting the individual to get up, walk to the kitchen, and find something to eat. In this instance, hunger initiates and sustains the behavior necessary to meet the...
419
01:20Multiple Intelligences Theory
7.9K
Howard Gardner's theory of Multiple Intelligence proposes that there are nine distinct types of intelligence, each reflecting different ways of interacting with the world. Introduced in 1983 and expanded in subsequent years, Gardner's framework challenges the traditional notion of a single, generalized intelligence.
7.9K
01:17Ryan and Deci's Self-Determination Theory
12.5K
Self-Determination Theory (SDT), formulated by Richard Ryan and Edward Deci, explains that human motivation is driven by three fundamental psychological needs: autonomy, competence, and relatedness. When these needs are met, individuals experience personal growth, intrinsic motivation, and overall well-being.
Autonomy is the need to feel in control of one's actions and decisions. For example, a student who chooses their research topic is likely to be more engaged and motivated than one who...
Autonomy is the need to feel in control of one's actions and decisions. For example, a student who chooses their research topic is likely to be more engaged and motivated than one who...
12.5K
01:22Traits, Mood, and Subjective Wellbeing
102
Subjective well-being (SWB) refers to an individual's self-evaluation of their overall life satisfaction, happiness, and fulfillment. This multifaceted construct is typically assessed by analyzing the balance of positive and negative emotions alongside perceptions of life satisfaction. Personality traits such as neuroticism and extraversion are strongly associated with variations in SWB, offering critical insights into the underlying mechanisms of emotional well-being.
Neuroticism and...
Neuroticism and...
102
01:27Secondary Motives: Power Motivation and Achievement Motivation
194
Power motivation and achievement motivation are two essential social motives identified by psychologist David McClelland. These motives influence behavior in various personal and professional contexts, shaping how individuals interact with others and pursue their goals.
Power motivation is characterized by the desire to influence, control, or have an impact on others. It is shaped by an individual's experiences, social environment, and cultural context. People with high power motivation are...
Power motivation is characterized by the desire to influence, control, or have an impact on others. It is shaped by an individual's experiences, social environment, and cultural context. People with high power motivation are...
194
02:08Trait and State Self-Esteem
10.9K
The term self-esteem is often used generically, to refer to how people feel about themselves. However, according to research, there are three distinct constructs that should not be used interchangeably (Brown & Marshall, 2006).
10.9K