Antonio Granero-Gallegos, Luis M Salmerón-Hinojosa, María Carrasco-Poyatos, Ginés D López-García
{"title":"(Dis-)Empowering Motivational Climate and Social Physique Anxiety in Physical Education: Is There a Gender Difference?","authors":"Antonio Granero-Gallegos, Luis M Salmerón-Hinojosa, María Carrasco-Poyatos, Ginés D López-García","doi":"10.3390/bs16091686","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Building on Duda's hierarchical approach, this study examined gender differences in students' perceptions of (dis-)empowering motivational climates, self-esteem and social physique anxiety in the physical education context. Furthermore, it analysed the associations of (dis-)empowering climates with these self-presentation-related outcomes among boys and girls.</p><p><strong>Methods: </strong>A total of 2438 Spanish Physical Education students (Mage = 16.15 ± 2.01; 50.74% girls) participated in this cross-sectional research. A multi-group structural equation modeling approach was used to answer the research objectives.</p><p><strong>Results: </strong>Girls scored significantly higher than boys in negative self-esteem and social physique anxiety. The multi-group structural equation modeling showed slightly higher coefficients among boys for the associations between empowering climate and positive self-esteem and between disempowering climate and negative self-esteem. The negative self-esteem-SPA coefficient was higher among boys, whereas the inverse positive self-esteem-SPA coefficient was higher among girls.</p><p><strong>Conclusions: </strong>The main findings underscore the relevance of PE teachers creating empowering climates and avoiding disempowering climates, given their associations with positive self-esteem and social physique anxiety among boys and girls.</p>","PeriodicalId":8742,"journal":{"name":"Behavioral Sciences","volume":"16 9","pages":""},"PeriodicalIF":3.2000,"publicationDate":"2026-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13603958/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Behavioral Sciences","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3390/bs16091686","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Building on Duda's hierarchical approach, this study examined gender differences in students' perceptions of (dis-)empowering motivational climates, self-esteem and social physique anxiety in the physical education context. Furthermore, it analysed the associations of (dis-)empowering climates with these self-presentation-related outcomes among boys and girls.
Methods: A total of 2438 Spanish Physical Education students (Mage = 16.15 ± 2.01; 50.74% girls) participated in this cross-sectional research. A multi-group structural equation modeling approach was used to answer the research objectives.
Results: Girls scored significantly higher than boys in negative self-esteem and social physique anxiety. The multi-group structural equation modeling showed slightly higher coefficients among boys for the associations between empowering climate and positive self-esteem and between disempowering climate and negative self-esteem. The negative self-esteem-SPA coefficient was higher among boys, whereas the inverse positive self-esteem-SPA coefficient was higher among girls.
Conclusions: The main findings underscore the relevance of PE teachers creating empowering climates and avoiding disempowering climates, given their associations with positive self-esteem and social physique anxiety among boys and girls.