Handgrip strength as a moderating variable in the relationship between motor self-efficacy and perceived physical literacy in school physical education

Abstract Handgrip strength is an objective measure of muscular strength, while motor self-efficacy is associated with motor performance. Both constructs are conceptually related to perceived physical literacy, which reflects children’s self-perceptions in domains connected to participation in physical activity. To analyze the moderating role of handgrip strength between motor self-efficacy and perceived physical literacy in children and adolescents. A quantitative, correlational, cross-sectional design was used. Participants aged 10–17 years ( N = 1054) were recruited through non-probabilistic convenience sampling. Handgrip strength was assessed using hand-held dynamometry, motor self-efficacy was measured using the Motor Self-Efficacy Scale, and perceived physical literacy was evaluated using the Spanish Perceived Physical Literacy Instrument for Adolescents (S-PPLI). Group differences were tested using Mann–Whitney U and mediation and moderation models were estimated using nonparametric bootstrapping (5,000 resamples). Boys showed significantly higher scores than girls in handgrip strength, motor self-efficacy, and all dimensions of perceived physical literacy. Secondary students also presented higher handgrip strength than primary students. Moderation analyses revealed that the interaction term (motor self-efficacy × handgrip strength) was significant across all dimensions ( p < .001). The association between motor self-efficacy and perceived physical literacy was stronger at higher levels of handgrip strength. Handgrip strength acts as a moderating factor that strengthens the relationship between motor self-efficacy and perceived physical literacy, suggesting that objective measures of muscular strength may provide complementary information when examining perceived physical literacy in educational contexts.