# Association between Motivational Climate, Emotional Intelligence, and Bicycle Use in Schoolchildren
## 3 Results
### Emotional Intelligence Based on Bicycle Use and Sex  
Table 4 shows the comparative analysis of EI and its dimensions with the sex of individuals; statistically significant differences (\(p\leq 0.05\) *) are detected in all the dimensions, except in the emotional regulation (\(p\) = 0.183), where the differences between individuals from different sex are not so important. Thus, girls obtain higher results in general EI (M = 3.71; S.D. = 0.588) and in the dimensions of emotional perception (M = 3.64; S.D. = 0.718) and emotional understanding (M = 3.67; S.D. = 0.722) compared to boys, who obtained lower declines in general EI (M = 3.53; S.D. = 0.678), in the emotional perception dimension (M = 3.40; S.D. = 0.871), and emotional understanding (M = 3.47; S.D. = 0.830).  
In the analysis of EI and its dimensions based on the frequency of bicycle use per week, no significant statistical association was found (\(p>0.05\)). However, lower results are observed in general EI and its dimensions in individuals who never use a bicycle compared to those who use their bicycle with some frequency (Table 5).  
\begin{table}
\begin{tabular}{c c c c c c c c} \hline \hline  & \multicolumn{6}{c}{**Sex**} \\ \hline \multirow{2}{*}{**Motivational**} & \multicolumn{2}{c}{**Boys**} & \multicolumn{2}{c}{**Girls**} & \multicolumn{2}{c}{**Test of Levene**} & \multirow{2}{*}{**Sig. (Bilateral)**} \\ \cline{2-2} \cline{5-6}  & **M** & **D. T.** & **M** & **D. T.** & **F** & **Sig.** & \\ \hline TC & 3.86 & 0.673 & 3.95 & 0.589 & 1.098 & 0.295 & 0.201 \\ \hline CL & 3.89 & 0.855 & 4.03 & 0.834 & 0.021 & 0.885 & 0.120 \\ \hline E/I & 3.91 & 0.729 & 4.00 & 0.674 & 1.261 & 0.262 & 0.232 \\ \hline IR & 3.76 & 0.852 & 3.80 & 0.709 & 7.277 & 0.007 * & 0.658 \\ \hline EC & 2.87 & 0.819 & 2.73 & 0.871 & 1.445 & 0.230 & 0.129 \\ \hline PM & 2.87 & 0.973 & 2.85 & 0.926 & 0.182 & 0.670 & 0.869 \\ \hline UR & 2.79 & 0.960 & 2.61 & 1.059 & 2.807 & 0.095 & 0.107 \\ \hline MR & 3.08 & 1.038 & 2.78 & 1.112 & 0.980 & 0.323 & 0.012 * \\ \hline \hline \end{tabular} Note: TC = task climate; CL = cooperative learning; E/I = effort/improvement; IR = important role; EC = ego climate; PM = punishment for mistakes; UR = unequal recognition; MR = member rivalry. * \(p\leq 0.05\).  
\end{table}
Table 2: Motivational climate based on sex.  
\begin{table}
\begin{tabular}{c c c c c c c c c} \hline \hline \multirow{2}{*}{**Motivational**} & \multicolumn{2}{c}{**Never**} & \multicolumn{2}{c}{**1-3 Times/Week**} & \multicolumn{2}{c}{**More than 4 Times**} & \multirow{2}{*}{**ANOVA**} \\ \cline{2-2} \cline{5-6}  & **M** & **D. T.** & **M** & **D. T.** & **M** & **D. T.** & **F.** & **Sig.** \\ \hline TC & 3.84 & 0.666 & 4.01 & 0.644 & 3.87 & 0.560 & 2.535 & 0.081 \\ \hline CL & 3.91 & 0.911 & 4.04 & 0.864 & 3.94 & 0.744 & 0.822 & 0.441 \\ \hline E/I & 3.89 & 0.731 & 4.11 & 0.712 & 3.85 & 0.626 & 4.557 & 0.011 * \\ \hline IR & 3.70 & 0.745 & 3.83 & 0.778 & 3.83 & 0.813 & 1.012 & 0.365 \\ \hline EC & 2.65 & 0.751 & 2.72 & 0.844 & 3.06 & 0.901 & 8.017 & 0.000 * \\ \hline PM & 2.70 & 0.840 & 2.76 & 0.912 & 3.14 & 1.039 & 7.363 & 0.001 * \\ \hline UR & 2.54 & 0.927 & 2.61 & 1.059 & 2.96 & 1.019 & 5.553 & 0.004 * \\ \hline MR & 2.77 & 1.071 & 2.87 & 1.090 & 3.14 & 1.075 & 3.500 & 0.031 * \\ \hline \hline \end{tabular} Note: TC = task climate; CL = cooperative learning; E/I = effort/improvement; IR = important role; EC = ego climate; PM = punishment for mistakes; UR = unequal recognition; MR = member rivalry. * \(p\leq 0.05\).  
\end{table}
Table 3: Motivational Climate based on the frequency of use of bicycles.