An Amotivation Model in Physical Education

Autor/inn/en	Shen, Bo; Wingert, Robert K.; Li, Weidong; Sun, Haichun; Rukavina, Paul Bernard
Titel	An Amotivation Model in Physical Education
Quelle	In: Journal of Teaching in Physical Education, 29 (2010) 1, S.72-84 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Physical Education; Construct Validity; Predictive Validity; Factor Structure; Student Motivation; Factor Analysis; Beliefs; Values; Models; High School Students; Behavior Theories; Self Determination; Suburban Schools; Private Schools; Student Surveys; Student Attitudes; Measures (Individuals) + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Faktorenstruktur; Schulische Motivation; Faktorenanalyse; Belief; Glaube; Wertbegriff; Analogiemodell; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Selbstbestimmung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Private school; Privatschule; Schülerbefragung; Schülerverhalten; Messdaten
Abstract	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. (Contains 2 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10