The aim of the study was to investigate the influence of student-activated teaching styles through a specific intervention program on students’ self-regulation, lesson satisfaction, and motivation. Six hundred and one 7th grade students (318 boys and 283 girls), aged 13 years were randomly assigned to an experimental group and a comparison group. The teachers who taught the students assigned to the experimental group used student-activated teaching styles, and specifically the reciprocal, self-check, inclusion, guided discovery, convergent discovery, and divergent discovery styles. Repeated measures analysis of variance revealed that the experimental group, compared with the comparison group, had higher scores in lesson satisfaction, intrinsic motivation, identified regulation, and metacognitive activities, and lower scores in external motivation, and amotivation. The study revealed that going beyond the command and/or the practice style of teaching, PE teachers can enhance students’ metacognitive skills, lesson satisfaction and intrinsic motivation.
Athanasia Chatzipanteli, Nikolaos Digelidis and Athanasios G. Papaioannou
Nikolaos Digelidis, Costas Karageorghis, Anastasia Papapavlou and Athanasios G. Papaioannou
The aim of this study was to examine the effects of asynchronous (background) music on senior students’ motivation and lesson satisfaction at the situational level. A counterbalanced mixed-model design was employed with two factors comprising condition (three levels) and gender (two levels). Two hundred students (82 boys, 118 girls; Mage = 16.3 years) volunteered to participate in the study. A lesson was developed and delivered under three experimental conditions: a) teacher-selected music condition; b) student-selected music condition; and c) a no-music control condition. Mixed-model 3 (Condition) × 2 (Gender) ANOVAs were applied to examine the effects of experimental manipulations. No Condition × Gender interaction was observed, although there was a main effect for Condition. When the lesson was delivered under the two music conditions, students scored significantly higher in lesson satisfaction, intrinsic motivation, identified regulation and reported lower scores for external regulation and amotivation. The present results support the notion that the use of background music has potentially positive effects on students’ lesson satisfaction and intrinsic motivation, although neither gender nor who selected the music (teacher vs. students) had any moderating influence on the results.