Gender Differences in the Relationships Between Perceived Teachers’ Controlling Behaviors and Amotivation in Physical Education

in Journal of Teaching in Physical Education

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Andre KokaUniversity of Tartu

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Heino SildalaUniversity of Tartu

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DOI:
https://doi.org/10.1123/jtpe.2017-0199
Keywords:
amotivation taxonomy; high school students; self-determination theory
In Print:
Volume 37: Issue 2
Page Range:
197–208
Restricted access

Purpose: Guided by the conception that amotivation is a multidimensional construct, the present study aimed to evaluate gender as a moderator of relationships between different dimensions of perceived teachers’ controlling behavior and amotivation in high school physical education. Method: A total of 419 students (246 girls and 173 boys) completed questionnaires assessing their relevant psychological constructs. To detect gender differences, a multi-group structural equation modelling was employed with restrictions placed on the structural paths across genders. Results: The results revealed that girls showed overall higher amotivation and more strength than boys in associations of perceived negative conditional regard and intimidating behavior from teachers with amotivation, whereas boys demonstrated more strength than girls in the association of perceived teachers’ controlling use of praise with amotivation. Discussion/Conclusion: These gender differences should be acknowledged and instructionally addressed during teaching and learning to diminish students’ lack of motivation in physical education.

Koka and Sildala are with the Institute of Sport Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, Estonia.

Address author correspondence to Andre Koka at andre.koka@ut.ee.
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