Self-regulation of learning as a mediator between emotional intelligence and moderate- to-vigorous physical activity

José-A. Cecchini, Antonio Méndez-Giménez and Jorge-L. Fernández-Losa

Department of Educational Sciences. Faculty of Teacher Training and Education. University of Oviedo (Spain)

The aim was to investigate individual variation of SRL in PE classes, examining the role of emotional intelligence (EI), and its impact on levels of moderateto- vigorous physical activity (MVPA) in leisure time. These relations were initially tested in a cross-sectional study (Study 1) and a sample of students from secondary education (245 students; M = 12.43), which were then replicated in the Study 2 with a sample of 234 students (M = 14.45). These relations were tested in an experimental and longitudinal study with a sample of 98 university students (Study 3). In studies 1-2, the findings showed that EI had a direct effect on the MVPA and an indirect one through effort and self-efficacy, which were the only important mediators between EI and MVPA. In study 3, the intervention program to improve EI had a positive impact on all variables measuring SRL and levels of MVPA during leisure time.

Keywords: Emotional intelligence, Learning; Physical activity; Self-regulation