The Relationship Between Sports Learning Engagement and Intrinsic Motivation of College Students: a Longitudinal Study

• Li, Yaming ^[2] ; Saibon, Jamalsafri Bin ^[1]
  1. [1] Universiti Sains Malaysia

     Universiti Sains Malaysia

     Malasia

     
  2. [2] Zunyi Vocational and Technical University
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 23, Nº. 65, 2025 (Ejemplar dedicado a: 1 de abril de 2025), págs. 73-94
• Idioma: inglés
• DOI: 10.25115/ejrep.v23i65.9919
• Enlaces
  • Texto completo
• Resumen
  • español

    Introducción. En la educación superior, la relación entre el compromiso con el aprendizaje deportivo y la motivación intrínseca es fundamental. Aunque el deporte beneficia la salud y el rendimiento académico, sus mecanismos motivacionales a largo plazo siguen sin explorarse. Este estudio analiza cómo la motivación intrínseca influye en la participación deportiva, sus tendencias y sus implicaciones para la educación física universitaria y el desarrollo estudiantil.

    Método. Este estudio realizó una encuesta longitudinal de 1,5 años en tres fases (T1, T2 y T3) con 365 universitarios. Los datos fueron codificados y analizados con SPSS 26.0 y Mplus 8.0. SPSS 26.0 evaluó la estabilidad del compromiso deportivo y la motivación intrínseca mediante análisis de ítems, factores, sesgo, correlaciones y ANOVA de medidas repetidas. Mplus 8.0 aplicó un análisis de desfase cruzado para examinar la relación predictiva entre motivación intrínseca, cognición, comportamiento y compromiso emocional.

    Resultados. Los resultados indican que: 1) La motivación intrínseca y el compromiso deportivo disminuyen de T1 a T3, con la implicación emocional en T1 mayor que en T2 y T3 y la implicación cognitiva mayor que en T3; 2) La motivación intrínseca correlaciona positivamente con todos los tipos de compromiso, siendo más fuerte con el compromiso emocional. 3) Predice el compromiso cognitivo y conductual posterior, pero afecta al compromiso emocional solo de T2 a T3, con mayor influencia de T2 a T3 en el compromiso conductual que de T1 a T2; 4) El compromiso conductual y emocional previo mejora la motivación intrínseca posterior, mientras que la implicación cognitiva no tiene efecto significativo, y esta influencia disminuye con el tiempo.

    Discusión y Conclusión. Este estudio revela la relación compleja entre el compromiso deportivo y la motivación intrínseca, profundizando en su dinámica en la educación universitaria. Los hallazgos tienen implicaciones clave para optimizar la educación deportiva y el desarrollo estudiantil. Para mejorar el aprendizaje y la motivación, las estrategias deben fomentar la motivación intrínseca y potenciar el compromiso emocional.

  • English

    Introduction.  In higher education, the link between sports learning engagement and intrinsic motivation is crucial. While sports benefit health and academics, their long-term motivational mechanisms remain unclear. This study tracks students over time to explore how intrinsic motivation shapes sports participation, its trends, and its implications for university physical education and student development.

    Method.  This study conducted a three-wave (T1, T2 and T3), 1.5-year survey of 365 college students using questionnaires. Data were grouped, coded, and analyzed with SPSS 26.0 and Mplus 8.0. SPSS 26.0 handled item and factor analysis, bias testing, descriptive and correlation analysis, and repeated measures ANOVA to assess sports learning engagement and intrinsic motivation stability. Mplus 8.0 conducted cross-lagged analysis to examine the predictive relationship between intrinsic motivation and sports cognition, behavior, and emotional engagement.

    Results.  The research results show that: 1) Intrinsic motivation and sports engagement decline from T1 to T3, with emotional engagement at T1 higher than at T2 and T3 and cognitive engagement higher than at T3; 2) Intrinsic motivation positively correlates with all engagement types, strongest with emotional engagement; 3) It predicts later cognitive and behavioral engagement, but influences emotional engagement only from T2 to T3, with T2 motivation predicting T3 behavioral engagement more strongly than T1 to T2; 4) Prior behavioral and emotional engagement boosts later intrinsic motivation, while cognitive engagement does not, and this effect weakens over time.

    Discussion and Conclusion.  This study highlights the complex relationship between sports learning engagement and intrinsic motivation, enhancing the understanding of motivational dynamics in college sports education. The findings have practical implications for optimizing sports education and student development. To enhance learning outcomes and motivation, sports education strategies should prioritize fostering intrinsic motivation and promoting emotional engagement.

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