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Ping Xiang and Pamela Hodges Kulinna

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Pamela Hodges Kulinna

Edited by Ping Xiang

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Ron E. McBride and Ping Xiang

Three hundred and sixty-one students participating in university physical activity classes completed questionnaires assessing perceived health and self-regulated learning. In addition, 20 students (11 men; 9 women) were interviewed about their reasons for enrolling, participation and goals in the class. Results indicated the students endorsed intrinsic regulation, were autonomous, and the males scored significantly higher on intrinsic regulation and perceived health. Of four regulators, intrinsic regulation predicted student perceived health. The social nature of regulation also cannot be overlooked in providing practicable opportunities and relationships that influence learning in university physical activity classes.

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Edited by Ron E. McBride and Ping Xiang

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Edited by Ping Xiang and Pamela Hodges Kulinna

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George B. Cunningham and Ping Xiang

Guided by achievement goal theory, the current study examined whether perceived motivational climate mediated the relationship between achievement goals and satisfaction with physical activity among college students, as well as whether this mediation differed by sex. Participants (N = 304) completed questionnaires assessing their achievement goals, perceived motivational climate, and satisfaction with physical activity. Perceptions of a mastery-focused climate were found to be a mediator of the relationship between mastery goals and satisfaction. The mediating role of perceived motivational climate did not differ based on the sex of the student. Collectively, results of this study support the view that mastery goals and perceived mastery climate are motivationally beneficial to students in the physical activity domain.

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Alex Garn, Ping Xiang, and Haichun Sun

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Ping Xiang, Susan Lowy, and Ron McBride

The present study focused on preservice classroom teachers’ beliefs about elementary physical education and the impact of a field-based elementary physical education methods course on their beliefs. Participants (N = 97) completed questionnaires at the beginning and at the end of the course. Results indicated that the preservice classroom teachers held similar beliefs about the values and purposes of elementary physical education as were shared by physical education professionals. The methods course had a positive impact on the participants’ beliefs but no impact on their disposition toward teaching elementary physical education. Teaching physical education in an elementary school setting and observing physical education classes were the two most important components of the course that contributed to changes in the participants’ beliefs.

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Ping Xiang, Amelia Lee, and Lynn Williamson

Using achievement goal theory as a theoretical framework, this study examined how children and adolescents conceptualized their own ability in physical education. Specifically, children and adolescents were asked to rate their own ability in physical education and to explain the basis for their rating. The research also aimed to identify children and adolescents who attained the differentiated conception of ability but believed in the efficacy of effort. Students (N = 120) in 4th, 8th, and 11th grades were interviewed and completed a questionnaire. Results indicated that the criteria the children and adolescents used forjudging their own ability differed by grade. Children and adolescents at all grade levels tended to assess their own ability in terms of social comparison. Some adolescents with the differentiated conception of ability maintained a belief in the effectiveness of effort.

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Xiaoxia Su, Ron E. McBride, and Ping Xiang

The current study examined the measurement invariance across 361 male and female college students’ 2 × 2 achievement goal orientation and motivational regulations. Participants completed questionnaires assessing their achievement goals and motivational regulations. Multigroup CFA analyses showed that male and female students’ scores were fully invariant at the configural, metric, and scalar levels. Multigroup SEM analyses revealed that mastery-approach goals positively predicted intrinsic regulation and identified regulation. It also revealed that performance-approach goal was a stronger predictor of external regulation among female students than among male students. Collectively, these results provide evidence that researchers can make valid inferences about differences in achievement goal and self-regulation scores across male and female students. This study also supports the view that mastery-approach goals are motivationally beneficial, especially among female students, in college physical activity class settings.