TITLE

An Examination of Sixth Graders' Self-Determined Motivation and Learning in Physical Education

AUTHOR(S)
Sun, Haichun; Ang Chen
PUB. DATE
July 2010
SOURCE
Journal of Teaching in Physical Education;Jul2010, Vol. 29 Issue 3, p262
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Self-determination theory (SDT), when applied in education, emphasizes helping learners internalize extrinsic motivation so as to regulate their learning behavior from an amotivation state to intrinsic motivation. The purpose of this study was to examine the relationship between SDT components and learning in middle school physical education. Sixth grade students (n = 242) from 15 randomly selected schools provided data on SDT and their knowledge and skill learning achievement as assessed using a pre- and post-measurement design. Structural equation modeling analyses revealed that extrinsically regulated motivations and intrinsic motivation contributed little to knowledge and skill achievement and amotivation negatively related to knowledge improvement. Given the fact that the data represented learner responses to an activity centered program, the findings imply that when learning objectives are vague, learners may be motivated to participate in classes but their participation may not contribute much to knowledge and skill achievement.
ACCESSION #
53269486

 

Related Articles

  • THE EFFECT OF AGE ON RELATIONSHIPS BETWEEN PERCEIVED TEACHING BEHAVIOURS, BASIC PSYCHOLOGICAL NEEDS AND SELF-DETERMINED MOTIVATION IN PHYSICAL EDUCATION. Koka, A. // Acta Kinesiologiae Universitatis Tartuensis;2010, Vol. 15, p23 

    The present study examined the effect of age on relationships between perceptions of various teaching behaviours, satisfaction of the basic psychological needs for competence, autonomy, and relatedness, and self-determined motivation in physical education, using Deci and Ryan's...

  • PARTICIPATION IN AFTERSCHOOL SPORT: RELATIONSHIP TO PERCEIVED NEED SUPPORT, NEED SATISFACTION, AND MOTIVATION IN PHYSICAL EDUCATION. Viira, Roomet; Koka, Andre // Kinesiology;Dec2012, Vol. 44 Issue 2, p199 

    The purpose of this study was to examine the differences in the perceptions of self-determination theory-based constructs such as the psychological needs support from the teacher and one's peers, perceived satisfaction of the needs for competence, autonomy, relatedness, as well as different...

  • ESCALA DE MOTIVACIÓN PARA ENTRENADORES (EME): ANÁLISIS INICIAL DE SUS PROPIEDADES PSICOMÉTRICAS Y VALIDEZ. F., Guzmán J.; M., Romagnoli // Motricidad: European Journal of Human Movement;Dec2011, Vol. 27, p1 

    This study analysed the psychometric properties of the Coaches' Motivation Scale (CMS), which measured 8 dimensions: estimulation, knowledge and achievement's intrinsic motivation; integrated, identified, introjected and external regulation's extrinsic motivation; and amotivation. The scale was...

  • Reflections on Self-Determination Theory. Vallerand, Robert J.; Koestner, Richard; Pelletier, Luc G. // Canadian Psychology;Aug2008, Vol. 49 Issue 3, p257 

    Self-determination theory (SDT; Deci & Ryan, 2008) has led to much research over the past 25 years or so. The present collection of articles in this special issue attests to that. In this last article, we present a short overview of issues that cut across these papers as well as make...

  • Intrinsic Motivation. Fullan, Michael // Leadership Excellence Essentials;Dec2011, Vol. 28 Issue 12, p6 

    The article offers helpful tips for intrinsically motivating people to change. These include giving people the actual experience of being effective, effecting change through collective ownership and knowing the three motivation sources including intrinsic rewards, biological drive and extrinsic...

  • Intrinsic and Extrinsic Properties: a Reply to Hoffmann-Kolss. Denby, David A. // Mind;Jul2010, Vol. 119 Issue 475, p773 

    In response to Hoffmann-Kolss, I modify my account of the distinction between intrinsic and extrinsic properties previously published in this journal. I also strengthen the reason I gave to think my account pins down the distinction uniquely.

  • Practicum Teachers' Perceptions of Success in Relation to Self-Efficacy (Perceived Competence). Anderson, Kirk; Walker, Keith; Ralph, Edwin // Alberta Journal of Educational Research;Summer2009, Vol. 55 Issue 2, p157 

    How do student teachers gain confidence in their teaching abilities as part of their school-based practicuni experience while increasing their self-efficacy from the successes of their practicumn? To understand this question better, we explored preservice teachers' post-practicum accounts of...

  • Students' Motivation for Learning in Virtual Learning Environments. Beluce, Andrea Carvalho; de Oliveira, Katya Luciane // Paideia (0103863X);Jan-Apr2015, Vol. 25 Issue 60, p105 

    The specific characteristics of online education require of the student engagement and autonomy, factors which are related to motivation for learning. This study investigated students' motivation in virtual learning environments (VLEs). For this, it used the Teaching and Learning Strategy and...

  • MOTIVATION AND ACHIEVEMENT: IS THERE AN EAST ASIAN MODEL? Zhu, Yan; Leung, Frederick // International Journal of Science & Mathematics Education;Oct2011, Vol. 9 Issue 5, p1189 

    The importance of motivation in learning has been widely recognized. However, due to its multidimensional and complex nature, it appears difficult to synthesize research findings on motivation across studies. Heated debates about the effects of intrinsic and extrinsic motivation on learning and...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics