{"id":71186,"date":"2026-03-28T21:58:59","date_gmt":"2026-03-28T21:58:59","guid":{"rendered":"https:\/\/revista-apunts.com\/tablas\/tabla-2-164-03\/"},"modified":"2026-04-02T08:53:38","modified_gmt":"2026-04-02T08:53:38","slug":"tabla-2-164-03","status":"publish","type":"tablas","link":"https:\/\/revista-apunts.com\/en\/tablas\/tabla-2-164-03\/","title":{"rendered":"Table 2 – 164.03"},"content":{"rendered":"\n

Table 2<\/h2>\n\n\n\n

Characteristics of the final study sample<\/em><\/em><\/p>\n\n\n\n
Authors (Year)<\/td>Country<\/td>Sample<\/td>Educational stage<\/td>Number of sessions<\/td>Pedagogical models<\/td>Approach<\/td>Variables<\/td>Instruments<\/td>Effect size <\/td><\/tr>
Harvey et al. (2017)<\/td>United States<\/td>94 Primary Education students
39 girls
55 boys
79 Secondary Education students
45 girls
34 boys<\/td>		Primary and Secondary Education<\/td>65 sessions<\/td>Teaching Games for Understanding (TGFU)<\/td>Quantitative<\/td>Intrinsic motivation<\/td>CS<\/td>\u22120.17 [\u22120.46; 0.11]<\/td><\/tr>
Extrinsic motivation<\/td>0.00 [\u22120.28; 0.28]<\/td><\/tr>
Amotivation<\/td>\u22120.02 [\u22120.30; 0.27]<\/td><\/tr>
Autonomy<\/td>NSMQ<\/td>0.10 [\u22120.18; 0.38]<\/td><\/tr>
Competence<\/td>0.02 [\u22120.25;0.31]<\/td><\/tr>
Relatedness<\/td>0.03 [\u22120.25;0.31]<\/td><\/tr>
Navarro-Pat\u00f3n et al. (2017)<\/td>Spain<\/td>104 students
45 girls
59 boys<\/td>		Primary Education<\/td>10 sessions<\/td>Cooperative Learning<\/td>Quantitative<\/td>Competence<\/td>EMMDCR<\/td>0.74 [0.35; 1.14]<\/td><\/tr>
Amotivation<\/td>SMM<\/td>0.05 [\u22120.33; 0.44]<\/td><\/tr>
Intrinsic motivation<\/td>0.03 [\u22120.35; 0.42]<\/td><\/tr>
Extrinsic motivation<\/td>0.30 [\u22120.08; 0.69]<\/td><\/tr>
Navarro-Pat\u00f3n et al. (2018)<\/td>Spain<\/td>98 students
45 girls
53 boys<\/td>		Primary Education<\/td>6 sessions<\/td>Cooperative Learning<\/td>Quantitative<\/td>Autonomy<\/td>EMMDCR<\/td>0.02 [\u22120.37; 0.41]<\/td><\/tr>
Competence<\/td>0.07 [\u22120.31; 0.46]<\/td><\/tr>
Amotivation<\/td>SMM<\/td>\u22120.17 [\u22120.57; 0.23]<\/td><\/tr>
Intrinsic motivation<\/td>\u22120.14 [\u22120.54; 0.25]<\/td><\/tr>
Extrinsic motivation<\/td>0.13 [\u22120.26; 0.53]<\/td><\/tr>
Puente-Maxera et al. (2018)<\/td>Spain<\/td>38 students
19 girls
19 boys
<\/td>		Primary Education<\/td>10 sessions<\/td>Sport Education<\/td>Mixed<\/td>Intrinsic motivation<\/td>CMI EMMD<\/td>\u22120.91 [\u22121.60; \u22120.22]<\/td><\/tr>
Autonomy<\/td>Interviews<\/td>0.16 [\u22120.48; 0.80]<\/td><\/tr>
Competence<\/td>0.14 [\u22120.50; 0.78]<\/td><\/tr>
Relatedness<\/td>0.36 [\u22120.28; 1.01]<\/td><\/tr>
Hortig\u00fcela-Alcal\u00e1 et al. (2019)<\/td>Spain<\/td>96 Primary Education students
52 girls
44 boys
83 Secondary Education students
45 girls
38 boys<\/td>		Primary and Secondary Education<\/td>27 sessions<\/td>Cooperative Learning<\/td>Mixed<\/td>Intrinsic motivation<\/td>PeerMCYSQ<\/td>1.74 [1.41; 2.07]<\/td><\/tr>
Manzano & Valero-Valenzuela (2019)<\/td>Spain<\/td>25 students
11 girls
14 boys<\/td>		Primary Education<\/td>(-)<\/td>Personal and Social Responsibility Model<\/td>Mixed<\/td>Autonomy<\/td>PNSE<\/td>0.98 [0.17, 1.79]<\/td><\/tr>
Intrinsic motivation<\/td>0.51 [\u22120.29; 1.31]<\/td><\/tr>
Extrinsic motivation<\/td>EME<\/td>\u22120.32 [\u22121.11; 0.48]<\/td><\/tr>
Amotivation<\/td>0.64 [\u22120.17; 1.45]<\/td><\/tr>
Manzano-S\u00e1nchez & Valero-Valenzuela (2019)<\/td>Spain<\/td>206 Primary Education students
114 girls
92 boys
65 Secondary Education students
25 girls
40 boys
29 teachers<\/td>		Primary and Secondary Education<\/td>(-) 7 months in duration<\/td>Personal and Social Responsibility Model<\/td>Mixed<\/td>Autonomy<\/td>PNSE<\/td>0.10 [\u22120.21; 0.42]<\/td><\/tr>
Competence<\/td>\u22120.003 [\u22120.32; 0.31]<\/td><\/tr>
Motivaci\u00f3n<\/td>0.51 [0.19; 0.83]<\/td><\/tr>
Extrinsic motivation<\/td>EME<\/td>\u22120.15 [\u22120.47; \u22120.17]<\/td><\/tr>
Amotivation<\/td>0.03 [\u22120.29; 0.35]<\/td><\/tr>
Engels & Freund (2020)<\/td>Germany<\/td>285 students
138 girls
147 boys<\/td>		Primary and Secondary Education<\/td>18 sessions 6 weeks<\/td>Cooperative Learning<\/td>Quantitative<\/td>Autonomy<\/td>FEFS-J<\/td>0.20 [\u22120.02; 0.43]<\/td><\/tr>
Competence<\/td>0.24 [0.01; 0.48]<\/td><\/tr>
Relatedness<\/td>0.46 [0.22; 0.70]<\/td><\/tr>
Fern\u00e1ndez-R\u00edo et al. (2020)<\/td>Spain<\/td>290 students
138 girls
152 boys<\/td>		Primary and Secondary Education<\/td>30 sessions<\/td>Gamification<\/td>Mixed<\/td>Intrinsic motivation<\/td>PLCS<\/td>0.35 [\u22120.03; 0.73]<\/td><\/tr>
Merino-Barrero et al. (2020)<\/td>Spain<\/td>72 students\u00a0
34 girls
38 boys
4 teachers<\/td>		Primary and Secondary Education<\/td>29 sessions 5 months in duration<\/td>Personal and Social Responsibility Model<\/td>Quantitative<\/td>Autonomy<\/td>BPNES<\/td>0.54 [0.07; 1.01]<\/td><\/tr>
Competence<\/td>0.28 [0.13; 0.79]<\/td><\/tr>
Relatedness<\/td>0.46 [\u22120.006; 0.93]<\/td><\/tr>
Intrinsic motivation<\/td>Physical Education Motivation Questionnaire<\/td>0.69 [0.21; 1.16]<\/td><\/tr>
Amotivation<\/td>\u22120.74 [\u22121.21; \u22120.21]<\/td><\/tr>
Quintas et al. (2020)<\/td>Spain<\/td>417 students
222 girls
195 boys<\/td>		Primary Education<\/td>12 sessions<\/td>Gamification<\/td>Quantitative<\/td>Intrinsic motivation<\/td>PLCS<\/td>\u22120.18 [\u22120.40; 0.05]<\/td><\/tr>
Extrinsic motivation<\/td>0.12 [\u22120.10; 0.35]<\/td><\/tr>
Amotivation<\/td>\u22120.07 [\u22120.30; 0.15]<\/td><\/tr>
Autonomy<\/td>BPNES<\/td>\u22120.003 [\u22120.32; 0.31]<\/td><\/tr>
Competence<\/td>\u22120.04 [\u22120.27; 0.17]<\/td><\/tr>
Relatedness<\/td>\u22120.007 [\u22120.21; 0.23]<\/td><\/tr>
Gaspar et al. (2021)<\/td>Spain<\/td>111 students<\/td>Primary Education<\/td>16 sessions<\/td>Teaching Games for Understanding (TGFU)<\/td>Quantitative<\/td>Autonomy<\/td>BPNES<\/td>1.20 [0.80; 1.61]<\/td><\/tr>
Competence<\/td>1.25 [0.85; 1.65]<\/td><\/tr>
Relatedness<\/td>1.15 [0.75; 1.55]<\/td><\/tr>
Intrinsic motivation<\/td>CMEF-EP<\/td>0.55 [0.17; 0.92]<\/td><\/tr>
Amotivation<\/td>\u22120.49 [\u22120.87; \u22120.12]<\/td><\/tr>
Gil-Arias et al. (2021)<\/td>Spain<\/td>292 students
140 girls
152 boys
6 teachers
2 women
4 men<\/td>		Primary Education<\/td>16 sessions<\/td>Model hybridization (Sport Education and TGFU)<\/td>Quantitative<\/td>Autonomy<\/td>BPNs<\/td>0.86 [0.62; 1.10]<\/td><\/tr>
Competence<\/td>0.78 [0.54; 1.02]<\/td><\/tr>
Relatedness<\/td>0.90 [0.66; 1.14]<\/td><\/tr>
Intrinsic motivation<\/td>PLCQ<\/td>0.72 [0.49; 0.96]<\/td><\/tr>
Rodr\u00edguez-Mart\u00ednez et al. (2021)<\/td>Spain<\/td>32 students
14 girls
18 boys<\/td>		Primary Education<\/td>8 sessions<\/td>Model hybridization (Cooperative Learning and self-construction of materials)<\/td>Quantitative<\/td>Autonomy<\/td>BPNES<\/td>0.25 [\u22120.23; 0.73]<\/td><\/tr>
Competence<\/td>0.16 [\u22120.32; 0.64]<\/td><\/tr>
Relatedness<\/td>1.10 [0.58; 1.62]<\/td><\/tr>
Intrinsic motivation<\/td>PLOC<\/td>\u22120.75 [\u22121.25; \u22120.24]<\/td><\/tr>
Amotivation<\/td>\u22120.56 [\u22121.06; \u22120.06]<\/td><\/tr>
\u017deleznik-Me\u017ean et al. (2023)<\/td>Slovenia<\/td>157 students
71 girls
86 boys<\/td>		Primary Education<\/td>30 sessions<\/td>Cooperative Learning<\/td>Quantitative<\/td>Relatedness<\/td>MC<\/td>0.25 [\u22120.06; 0.57]<\/td><\/tr>
Manzano-S\u00e1nchez & G\u00f3mez-L\u00f3pez (2023)<\/td>Spain<\/td>192 Primary Education students
222 Secondary Education students<\/td>		Primary and Secondary Education<\/td>(-) 5 months<\/td>Personal and Social Responsibility Model<\/td>Quantitative<\/td>Intrinsic motivation<\/td>EME<\/td>0.76 [0.56; 0.96]<\/td><\/tr>
Amotivation<\/td>\u22120.72 [\u22120.92; \u22120.52]<\/td><\/tr>
Autonomy<\/td>PNSE<\/td>0.26 [0.07; 0.46]<\/td><\/tr>
Competence<\/td>0.39 [0.20; 0.59]<\/td><\/tr>
Relatedness<\/td>0.37 [\u22120.007; 0.76]<\/td><\/tr>
Fern\u00e1ndez-Bustos et al. (2024)<\/td>Spain<\/td>121 students<\/td>Primary Education<\/td>12 sessions<\/td>Health-based Physical Education<\/td>Quantitative<\/td>Amotivation<\/td>CMEFEP<\/td>\u22120.18 [\u22120.53; 0.16]<\/td><\/tr>
Intrinsic motivation<\/td>0.44 [0.09; 0.79]<\/td><\/tr>
Extrinsic motivation<\/td>0.11 [\u22120.24; 0.45]<\/td><\/tr>
Pizarro et al. (2024)<\/td>Spain<\/td>11 students
3 girls
8 boys<\/td>		Primary Education<\/td>14 sessions<\/td>Model hybridization (Ludotechnical Model and TGFU)<\/td>Quantitative<\/td>Intrinsic motivation<\/td>EMD<\/td>1.49 [0.55; 2.44]<\/td><\/tr>
Amotivation<\/td>\u22120.96 [\u22121.84; \u22120.08]<\/td><\/tr>
Source: <\/em>Own elaboration.<\/td><\/tr><\/tbody><\/table>\n\n\n\n
\n
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