espanolResumen Pese a la evolucion del marco de metas de logro 3 × 2, la investigacion sobre los tres referentes de competencia y su relacion con variables motivacionales en estudiantes de educacion primaria es inexistente. Los objetivos de la investigacion fueron dos: (a) examinar la validez estructural del Cuestionario Tridimensional de Competencia Percibida en Educacion Fisica, y (b) analizar los patrones predictivos de las dimensiones de competencia sobre las regulaciones motivacionales y la autoeficacia en el aprendizaje. Participaron 502 estudiantes (242 chicas) de 4.o y 5.o de educacion primaria de 11 colegios del norte de Espana. Los resultados del CFA (analisis factorial confirmatorio), asi como de otros modelos (ESEM, CFA-bifactor y ESEM-bifactor) apoyaron el modelo hipotetico (tridimensional). Los parametros del modelo testado se mantuvieron invariantes a traves del sexo. La validez y consistencia interna fueron satisfactorias. Los analisis de regresion mostraron patrones predictivos de competencia-yo y competencia-tarea mas adaptativos que los de competencia-otro. Los resultados respaldan los postulados del modelo tridimensional de metas de logro y sugieren la diferenciacion de tres estandares de competencia desde primaria. Se deberian enfatizar referentes intrapersonales y absolutos, y priorizar el desarrollo de la competencia-yo. EnglishAbstract Abstract Despite the evolution of the 3 × 2 achievement goal framework, research on three references of competence and its relationship with motivational variables in primary school students is non-existent. The objectives of this research were two: (a) to examine the structural validity of the Questionnaire of Three-dimensional Perceived Competence in Physical Education, and (b) to analyze the predictive patterns of the dimensions of competence on motivational regulations and self-efficacy in learning. A sample of 502 (242 girls) 4th and 5th primary students from 11 schools in northern Spain participated. The results of the CFA, as well as other models (ESEM, CFA-bifactor and ESEM-bifactor) supported the hypothetical model (three-dimensional). The parameters of the tested model were kept invariant through sex. The validity and internal consistency were satisfactory. Regression analysis showed predictive patterns of self-competence and task-competence more adaptive than those of other-competence. The results support the postulates of a three-dimensional achievement goal model and suggest the differentiation of three competence standards from primary education. Intrapersonal and absolute referents should be emphasized, and prioritize the development of self-competence.