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Andre Koka and Heino Sildala

taxonomy in a PE setting has been supported for both boys and girls, revealing it as equally relevant and applicable for high school students of both genders ( Shen, 2015 ; Shen et al., 2013 ). Research examining gender differences in the amotivation taxonomy in PE has shown that girls scored

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Bo Shen, Robert K. Wingert, Weidong Li, Haichun Sun and Paul Bernard Rukavina

Amotivation refers to a state in which individuals cannot perceive a relationship between their behavior and that behavior’s subsequent outcome. With the belief that considering amotivation as a multidimensional construct could reflect the complexity of motivational deficits in physical education, we developed this study to validate an amotivation model. In study 1 (N = 156), an exploratory factor analysis provided preliminary support with the model comprising four dimensions: ability beliefs, effort beliefs, values placed on the task, and characteristics of the task. In study 2 (N = 499), the four-dimensional model was further corroborated through a confirmatory factor analysis. Its construct validity and predictive validity were also confirmed. Overall, the findings lend evidence to the conceptual validation of the four-dimensional structure of amotivation. Lack of motivation in physical education may result from different reasons. The multifaceted nature of amotivation in physical education must be considered and instructionally addressed during teaching and learning.