Emotional Intelligence and motivation: predictive model of psychological well-being and the intention to be physically active

The main objective of this cross-sectional study was to examine the role of emotional intelligence within the motivational sequence proposed by Self-Determination Theory in Physical Education, analyzing how teachers’ motivational climates influence the satisfaction of students’ basic psychological needs, self-determined motivation, and, in turn, outcomes such as psychological well-being and the intention to engage in physical activity. For it, a questionnaire was administered to 495 Physical Education students (Mean Age = 12.65 years; SD = 1.55), and a path analysis was carried out. The results of the model showed that the task climate positively predicted basic psychological needs, while the ego climate did so negatively. In turn, the satisfaction of these needs positively predicted emotional intelligence and self-determination index. For its part, emotional intelligence, like the self-determination index, positively predicted the intention to be physically active and self-esteem. Likewise, self-esteem also predicted satisfaction with life. It is important to note that, given the study's cross-sectional design, the relationships observed are associative, not causal. In conclusion, in the similar sequence proposed by the Self-Determination theory, emotional intelligence could have effects like those of motivation.