En este trabajo se han analizado las relaciones entre el clima motivational, la motivación intrínseca, el comportamiento de los alumnos y su rendimiento académico en educación física. Para ello, 2189 adolescentes españoles de 13 a 17 años cumplimentaron cuestionarios sobre clima motivational de la clase, motivación intrínseca y disciplina. Sus profesores valoraron el comportamiento de los alumnos y su rendimiento académico. Un Modelo de Ecuaciones Estructurales ha mostrado que el clima de aprendizaje, el interés/diversión y el esfuerzo/importancia predicen la disciplina; el clima de comparación, la percepción de competencia y la tensión/presión predicen la indisciplina; el interés/diversión y el esfuerzo/importancia predicen el comportamiento en clase; y que el mejor predictor del rendimiento académico es la valoración que los profesores hacen del comportamiento de los alumnos. Se discuten los resultados en el marco de la teoría de metas de logro y en términos de aportación al proceso de enseñanza-aprendizaje de los adolescentes.
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