# Association between Motivational Climate, Emotional Intelligence, and Bicycle Use in Schoolchildren
## 4 Discussion  
The purpose of this study was to evaluate interrelationships among MC, EI, and the frequency of use of bicycle in primary schoolchildren. The study begins with the analysis of the frequency of bicycle use based on sex. In this sense, the weekly frequency of cycling is higher in boys than girls; specifically, most boys use a bicycle between one and three times a week, followed by those who use it more than four times a week and, finally, those who never use the bicycle. On the other hand, the majority of girls, 4 out of 10, claim to never use the bicycle, followed by those who use it between one and three times a week and, finally, those who use it more than four times a week. These results are in line with those presented in the Bicycle Barometer of Spain [47] which reports a higher frequency of bicycle use in men compared to women, and with the data reflected in the studies by [PERSON] et al. [48], [PERSON] et al. [49], and [PERSON] et al. [50] where more frequent use of the bicycle is reported among male subjects compared to female subjects. Likewise, hypothesis one (H1) is confirmed due to the higher frequency of bicycle use found in boys than girls. The reasons for these differences in bicycle use habits can be explained by the girls' greater reluctance to take risks, their perception of more barriers to cycling, a lack of confidence in their cycling abilities, reduced independent mobility [46], and the influence of cultural norms in families [51], as well as for a greater safety concern when riding a \begin{table}
\begin{tabular}{c c c c c c c c c} \hline \hline  & & **EP** & **EU** & **ER** & **EC** & **PM** & **UR** & **MR** \\ \hline \multirow{2}{*}{GEI} & Pearson Correlation & 0.818 ** & 0.842 ** & 0.802 ** & 0.136 * & 0.206 ** & 0.055 & 0.089 \\ \cline{2-9}  & Sig. (bilateral) & 0.000 & 0.000 & 0.000 & 0.011 & 0.000 & 0.306 & 0.099 \\ \hline \multirow{2}{*}{EP} & Pearson Correlation & & 0.537 ** & 0.459 ** & 0.199 ** & 0.255 ** & 0.135 * & 0.089 \\ \cline{2-9}  & Sig. (bilateral) & & 0.000 & 0.000 & 0.000 & 0.000 & 0.012 & 0.098 \\ \hline \multirow{2}{*}{EU} & Pearson Correlation & & 0.534 ** & 0.106 * & 0.165 ** & 0.027 & 0.095 \\ \cline{2-9}  & Sig. (bilateral) & & 0.000 & 0.048 & 0.002 & 0.615 & 0.076 \\ \hline \multirow{2}{*}{ER} & Pearson Correlation & & & 0.025 & 0.082 & \(-\)0.032 & 0.032 \\ \cline{2-9}  & Sig. (bilateral) & & & 0.645 & 0.128 & 0.547 & 0.557 \\ \hline \multirow{2}{*}{EC} & Pearson Correlation & & & & 0.843 ** & 0.912 ** & 0.707 ** \\ \cline{2-9}  & Sig. (bilateral) & & & & 0.000 & 0.000 & 0.000 \\ \hline \multirow{2}{*}{PM} & Pearson Correlation & & & & 0.613 ** & 0.432 ** \\ \cline{2-9}  & Sig. (bilateral) & & & & 0.000 & 0.000 \\ \hline \multirow{2}{*}{UR} & Pearson Correlation & & & & & 0.547 ** \\ \cline{2-9}  & Sig. (bilateral) & & & & & 0.000 \\ \hline \hline \end{tabular} Note: GEI, general emotional intelligence; EP, emotional perception; EU, emotional understanding; ER, emotional regulation; EC = ego climate; PM = punishment for mistakes; UR = unequal recognition; MR = member rivalry, * \(p\leq 0.05\), ** \(p\leq 0.01\).  
\end{table} 
Table 7: Correlation of emotional intelligence and ego-oriented climate. bicycle [50]. Therefore, it is necessary to promote bicycle use in girls through implementing cycling skills development programs, and via improving road infrastructure [49; 52] which guarantees a greater perception of safety and contributes to cycling adherence in girls. In terms of MC and its relationship with the sociodemographic factors, slightly higher scores have been found in the TC in girls, while boys obtain higher scores in the EC; although these differences are only significant for the EC category \"rivalry between group members\", where boys achieve significantly higher evaluations than girls. These data are consistent with the studies developed by [PERSON] et al.