Motivational predictors of self-esteem in recess play: grade and gender analysis

Abstract

Research on schoolchildren's motivational processes and well-being in recess play is scarce. This study aimed to: a) examine grade- and gender-related differences in the basic psychological needs (BPN), motivational regulations, self-determination index (SDI), and self-esteem among schoolchildren involved in recess play, b) to study the relationships between the variables under study, as well as the predictive value of BPN and SDI in self-esteem by gender. A total of 446 schoolchildren (M = 10.02; SD = 1.41) from 3rd to 6th grade of primary education participated. A MANOVA, univariate analyses, bivariate correlations and hierarchical regression analyses were performed. Grade-specific results showed a significant decrease in intrinsic motivation, introjected regulation, external regulation and amotivation, and an increase in SDI. Autonomy, relatedness and novelty were the main predictors of self-esteem for boys (explaining 26.8% of variance) while relatedness, competence and SDI were the main predictors of self-esteem for girls (34.6% of variance). Results support the potential of recess to provide psychological well-being to schoolchildren from self-determination theory. Implications for the design of grade- and gender-sensitive interventions are discussed.