Motivational Climate and Students' Emotional Experiences and Effort in Physical Education

Motivational Climate and Students' Emotional Experiences and Effort in Physical Education

The aim of the study was to examine the impact of a self-determined motivational climate including support of autonomy, relatedness, task involvement, and ego-involving climate on students' affective responses and effort in physical education. The sample involved 338 sixth-grade students (11-12...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:The Journal of educational research (Washington, D.C.) D.C.), 2010-01, Vol.103 (5), p.295-308
Hauptverfasser: Liukkonen, Jarmo, Barkoukis, Vassilis, Watt, Anthony, Jaakkola, Timo
Format: Artikel
Sprache:eng
Schlagworte:
Academic motivation
Anxiety
Athletic motivation
Biological and medical sciences
Climatology
Educational environment
Educational psychology
Effort
Elementary Education
Enjoyment
Evaluation Methods
Exercise
Factor Analysis
Finland
Foreign Countries
Fundamental and applied biological sciences. Psychology
Goal theory
Grade 6
Motivation
Motivation research
Motivation theories
motivational climate
Multiple Regression Analysis
Path Analysis
Physical Education
Primary education
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychometrics
Pupil and student. Academic achievement and failure
Questionnaires
Self Concept
Student Attitudes
Student Motivation
Upper primary years
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:The aim of the study was to examine the impact of a self-determined motivational climate including support of autonomy, relatedness, task involvement, and ego-involving climate on students' affective responses and effort in physical education. The sample involved 338 sixth-grade students (11-12 years old) who completed a questionnaire battery incorporating measures of motivational climate, enjoyment, trait anxiety in physical education, and effort. The results of the reliability and confirmatory factor analyses supported the psychometric properties of the measures. Multiple regression path analysis results indicated that task-involving climate, autonomy, and relatedness support had more positive influences on pupils' affective responses in comparison to an ego-involving climate.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220670903383044