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Emotional competencies and physical activity in primary school children: a comparative study across levels of learning support

2026Artigo científico Acesso aberto
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datacite.subject.fosCiências Sociais::Ciências da Educação
datacite.subject.fosCiências Sociais::Psicologia
dc.contributor.authorAntunes, Filipa
dc.contributor.authorAntunes, Hélio
dc.contributor.authorRodrigues, Ana
dc.contributor.authorSabino, Bebiana
dc.contributor.authorAshraf, Sadaf
dc.contributor.authorSousa, Duarte
dc.contributor.authorCarvalho, Joana
dc.contributor.authorAntunes, Hélio
dc.contributor.authorRodrigues, Ana
dc.contributor.authorSousa, Duarte
dc.date.accessioned2026-08-11T14:16:38Z
dc.date.available2026-08-11T14:16:38Z
dc.date.issued2026
dc.description.abstractChildren’s emotional development is a determining factor for their school success and overall well-being. Additionally, physical activity is recognized as a relevant contribution in promoting emotional self-regulation, self-esteem, and social inclusion. This aspect is especially important in the inclusive educational context, where it seeks to respond to the needs of students with learning difficulties through diversified support measures. The study aimed to analyse the relationship between differentiation and emotional identification indices and levels of physical activity in primary school children (ages 6–10). Three distinct groups were considered: students without Learning and Inclusion Support Measures (No-LISM), with Selective Learning and Inclusion Support Measures (S-LISM), and with Universal Learning and Inclusion Support Measures (U- LISM). The sample size consisted of 69 children (mean age = 814 ± 1.13 years). Data were collected on sports practice and physical activity using accelerometry, as well as emotional indices were collected through the Inventory of Identification of Emotions and Feelings. The results revealed statistically significant differences in emotional indices between the groups, with No-LISM students presenting higher levels of differentiation and emotional identification. In contrast, students with U-LISM demonstrated higher levels of moderate to vigorous physical ac tivity. It is concluded that, although physical activity is important in the inclusive educational context, its associations on emotional development are not always consistent. These results suggest the need for more structured psychoeducational strategies to enhance the potential impact of physical activity on emotional development, particularly in students with greater support needs.eng
dc.identifier.citationAntunes, F., Antunes, H., Rodrigues, A., Sabino, B., Ashraf, S., Sousa, D., & Carvalho, J. (2026). Emotional competencies and physical activity in primary school children: A comparative study across levels of learning support. International Journal of Educational Research, 136, 102909.
dc.identifier.doi10.1016/j.ijer.2025.102909
dc.identifier.issn0883-0355
dc.identifier.urihttp://hdl.handle.net/10400.13/7926
dc.language.isoeng
dc.peerreviewedyes
dc.publisherElsevier BV
dc.relation.ispartofInternational Journal of Educational Research
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectEmotional differentiation
dc.subjectEmotional identification
dc.subjectPhysical activity
dc.subjectSpecial educational needs
dc.subjectLearning and inclusion support measures
dc.subject.
dc.titleEmotional competencies and physical activity in primary school children: a comparative study across levels of learning supporteng
dc.typejournal article
dspace.entity.typePublication
oaire.citation.titleInternational Journal of Educational Research
oaire.citation.volume136
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
person.familyNameAntunes
person.familyNameRodrigues
person.familyNameSousa
person.givenNameHélio
person.givenNameAna
person.givenNameDuarte
person.identifier.orcid0000-0002-2706-1749
person.identifier.orcid0000-0003-1675-984X
person.identifier.orcid0000-0003-3749-3876
relation.isAuthorOfPublication1d6c4c20-b81e-4f98-93fe-a25549edf5fd
relation.isAuthorOfPublication76520f0b-1d4b-4ec4-9361-edc4f71e07df
relation.isAuthorOfPublicationde86a5b2-50fd-41d2-9d07-ed7ca0a32863
relation.isAuthorOfPublication.latestForDiscovery1d6c4c20-b81e-4f98-93fe-a25549edf5fd

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