conceptual and practical significance of studying students’ motivation. However, there are important ways through which our understanding of motivational processes in PE may be advanced. To elaborate, much of the existing work on student motivation in PE has operationalized motivation in the form of a single
Barbara E. Bechter, James A. Dimmock, Joshua L. Howard, Peter R. Whipp, and Ben Jackson
Océane Cochon Drouet, Vanessa Lentillon-Kaestner, Cédric Roure, and Nicolas Margas
constructs in educational psychology and a core educational outcome due to its links with learning, achievement, and well-being, the effects of the Jigsaw method on students’ motivation have been little studied, and inconsistent results have been revealed (e.g., Berger & Hänze, 2009 ; Hänze & Berger, 2007
Zan Gao, Amelia M. Lee, Melinda A. Solmon, and Tao Zhang
This study investigated the relationships and mean-level changes of middle school students’ motivation (expectancy-related beliefs, task values, self-efficacy, and outcome expectancy) toward physical education over time, and how gender affected students’ motivation. Participants (N = 206) completed questionnaires over a 1-year period: once in the sixth and seventh grades and again in the seventh and eighth grades. Results yielded that self-efficacy and task values were positive predictors of students’ intention across cohorts. The mean levels of self-efficacy decreased over time for students in Cohort 1 (across sixth and seventh grades). However, results revealed a consistent decline in the mean levels of other motivational variables for both cohorts. No gender differences emerged for the variables. The findings are discussed in regard to the implications for educational practice, and future research areas are presented.
Tao Zhang, Melinda A. Solmon, and Xiangli Gu
Examining how teachers’ beliefs and behaviors predict students’ motivation and achievement outcomes in physical education is an area of increasing research interest. Guided by the expectancy-value model and self-determination theory, the major purpose of this study was to examine the predictive strength of teachers’ autonomy, competence, and relatedness support toward students’ expectancy-related beliefs, subjective task values, concentration, and persistence/effort in physical education. Participants were 273 middle school students (143 girls, 130 boys) enrolled in a southeastern suburban public school. They completed previously validated questionnaires assessing their perceived teachers’ support for autonomy, competence, and relatedness, expectancy-related beliefs, subjective task values, concentration, and self-reported persistence/effort during their regular classes. The results highlight the importance of teachers’ competence support and autonomy support in fostering students’ motivational constructs and achievement outcomes in physical education. The findings demonstrate that a supportive environment and high levels of expectancy-related beliefs and subjective task values are positively associated with students’ achievement outcomes in physical education.
Timo Tapio Jaakkola, Arja Sääkslahti, Sami Yli-Piipari, Mika Manninen, Anthony Watt, and Jarmo Liukkonen
The purpose of the study was to analyze students’ motivation in relation to their participation in fitness testing classes. Participants were 134 Finnish Grade 5 and 8 students. Students completed the contextual motivation and perceived physical competence scales before the fitness testing class and the situational motivation questionnaire immediately after the class. During the fitness test class, abdominal muscle endurance was measured by curl-up test, lower body explosive strength and locomotor skills by the five leaps test, and speed and agility by the Figure 8 running test. For the fitness testing class, students reported higher scores for intrinsic motivation, identified motivation, and amotivation than in their general physical education program. The result of the path analysis showed physical fitness was positively related to perceived physical competence. In addition, perceived competence was found to be a positive predictor of situational intrinsic motivation, but not of other forms of situational motivation. Significant path coefficients in the model ranged from −.15 to .26.
Tristan L. Wallhead and Nikos Ntoumanis
This study looked at the influence of a Sport Education intervention program on students’ motivational responses in a high school physical education setting. Two intact groups were assigned curricular interventions: the Sport Education group (n = 25), which received eight 60-min lessons, and the comparison group (n = 26), which received a traditional teaching approach to sport-based activity. Pre- and postintervention measures of student enjoyment, perceived effort, perceived competence, goal orientations, perceived motivational climate, and perceived autonomy were obtained for both groups. Repeated-measures ANOVAs showed significant increases in student enjoyment and perceived effort in the Sport Education group only. Hierarchical regression analyses revealed that increases in task-involving climate and perceived autonomy explained a significant amount of unique variance in the Sport Education students’ postintervention enjoyment, perceived effort, and perceived competence responses. The results suggest that the Sport Education curriculum may increase perceptions of a task-involving climate and perceived autonomy, and in so doing, enhance the motivation of high school students toward physical education.
Yilin Li and Weidong Li
ideas through modeling, dialogue, practice of care, and confirmation ( Noddings, 1992 , 2013 ). In general education, a number of studies have been conducted to examine teachers’ caring and students’ motivation and performance ( Battistich, Solomon, Watson, & Schaps, 1997 ; Danielsen, Wiium
Mingda Li, Weidong Li, Junyoung Kim, Ping Xiang, Fei Xin, and Yan Tang
student motivation, skill learning, and motor skill performance in physical education ( Boyle-Holmes et al., 2010 ; Gao, Lochbaum, & Podlog, 2011 ). Self-efficacy refers to a student’s belief that he or she is able to perform a specific skill or activity ( Bandura, 1986 ). Both self-efficacy beliefs and
Ángel Abós, Rafael Burgueño, Luis García-González, and Javier Sevil-Serrano
& Deci, 2017 ), motivating style is a teacher’s important social contextual factor that may influence students’ motivational experiences ( Curran & Standage, 2017 ). Most previous studies have focused on the relationship between need-supportive behaviors of PE teachers and students’ motivational
José-Antonio Cecchini, Antonio Méndez-Giménez, and Beatriz Sánchez-Martínez
, Ntoumanis et al. ( 2009 ) investigated changes in student motivation over a period of 3 years from a sample of Greek junior high school students (aged between 13 and 15 years). The results showed significant decreases in intrinsic motivation and identified regulation and significant increases in amotivation