000153026 001__ 153026
000153026 005__ 20251017144642.0
000153026 0247_ $$2doi$$a10.1002/pits.23489
000153026 0248_ $$2sideral$$a143455
000153026 037__ $$aART-2025-143455
000153026 041__ $$aeng
000153026 100__ $$0(orcid)0009-0007-9320-6751$$aSegura-Berges, Manuel$$uUniversidad de Zaragoza
000153026 245__ $$aAnalysis of the Predictive Value of Motor Coordination, Anxiety and Self‐Esteem Levels on Self‐Perceived Motor Competence in Primary Students
000153026 260__ $$c2025
000153026 5060_ $$aAccess copy available to the general public$$fUnrestricted
000153026 5203_ $$aABSTRACT Motor, psycho‐emotional, cognitive and social variables, plus other factors like gender, influence how schoolchildren perceive their motor competence level. By means of a hierarchical linear regression analysis, this longitudinal study aimed to determine the predictive value that coordination, anxiety, and self‐esteem at the age of 9 years can have on the self‐perceived motor competence variable at the age between 11 and 12 years. Data collection was performed with 224 pupils at a first time point with grade‐4 Primary Education (PEd) pupils (mean age 9.11 ± 0.32 years) and a second time point with grade‐6 PEd pupils (11.49 ± 0.50 years). The results evidenced that coordination, anxiety, and self‐esteem at the age of 9 years predicted self‐perceived motor competence at ages between 11 and 12 years. Gender differences were also observed in these results. For the female gender, age, coordination, and anxiety variables explained the variance for self‐perceived motor competence. For the male gender, age, coordination, and self‐esteem explained the variance for self‐perception competence. This reveals the importance of more globally understanding self‐perceived motor competence in PEd pupils considering the predictive role of psycho‐emotional, motor, and socio‐demographic variables based on gender.
000153026 536__ $$9info:eu-repo/grantAgreement/ES/UZ/JIUZ-2020-SOC-15
000153026 540__ $$9info:eu-repo/semantics/embargoedAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000153026 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000153026 700__ $$0(orcid)0000-0002-3776-2901$$aPeñarrubia-Lozano, Carlos$$uUniversidad de Zaragoza
000153026 700__ $$0(orcid)0000-0002-8201-0469$$aBustamante, Juan Carlos$$uUniversidad de Zaragoza
000153026 7102_ $$13001$$2187$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres.Corporal
000153026 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000153026 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000153026 773__ $$g(2025), [10 pp.]$$pPsychol. sch.$$tPSYCHOLOGY IN THE SCHOOLS$$x0033-3085
000153026 8564_ $$s515523$$uhttps://zaguan.unizar.es/record/153026/files/texto_completo.pdf$$yPostprint$$zinfo:eu-repo/date/embargoEnd/2026-03-31
000153026 8564_ $$s1008819$$uhttps://zaguan.unizar.es/record/153026/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint$$zinfo:eu-repo/date/embargoEnd/2026-03-31
000153026 909CO $$ooai:zaguan.unizar.es:153026$$particulos$$pdriver
000153026 951__ $$a2025-10-17-14:32:38
000153026 980__ $$aARTICLE