The Relationship Between Pupils` Psychological Factors and Mark in Physical Education

The aim of this study was to explore the relationship between psychological factors and mark in physical education. Two-hundred pupils (89 boys, 111 girls) from lower secondary school, aged between 12–16 years old, participated by answering previously validated questionnaires addressing psychological variables such as grit, mindset, self-perception, situational motivation, and gender at one time point. Marks where collected at the end of school year. The results of this study showed a weak to moderate correlation between several of the variables to that of mark. Our main analysis found that the regression model explained about one third of the variance in mark, and that the self-perception domains scholastic competence, athletic competence and physical appearance acted as unique predictors. No gender differences were found. Overall, the results highlight the importance of positive self-perceptions in several domains in relation to mark in PE, and may help provide guidance for teachers on what individual characteristics they should help foster and develop for pupils` achievement. Funding source: Employed as a Doctoral research fellow at the Norwegian University of Science and Technology, Department of Teacher Education.