Document Type : Original Article
Author
Assistant professor, Department of Physical Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
Abstract
Purpose: This research aimed to explore the structural connections between body awareness, emotion regulation, sports participation, and learning motivation within physical education lessons.
Methods: Utilizing a correlational design, the study employed structural equation modeling to analyze data from a sample of 200 second-grade high school students in Tehran. Various instruments, including the Body Awareness Questionnaire (BAQ), Cognitive Emotion Regulation Questionnaire, Physical Education Learning Motivation Scale, and Physical Education Lesson Participation Questionnaire, were utilized to assess the relevant variables.
Results: Statistical analysis was conducted using PLS software, revealing significant positive relationships: learning motivation (P=0.000, T=8.45, b=0.41), sports participation (P=0.000, T=5.22, b=0.27), and emotion regulation (P=0.000, T=5.56, b=0.28) were all positively correlated with students' body awareness. Furthermore, learning motivation (P=0.000, T=7.16, b=0.36) and sports participation (P=0.000, T=6.41, b=0.32) also showed significant positive relationships with emotion regulation. Notably, emotion regulation served as a significant mediator between body awareness and both learning motivation (P=0.000, T=5.82, b=0.29) and sports participation (P=0.000, T=4.39, b=0.24).
Conclusion: These results suggest that students with heightened body awareness and attentiveness to their internal sensations tend to exhibit greater motivation and engagement in physical education activities.
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