Students' Performance in Physical Education: The Role of Differential Achievement Goals and Self-Regulated Learning

Autor/inn/en	Jørgensen Olsen, Thomas Mangor; Mehus, Ingar
Titel	Students' Performance in Physical Education: The Role of Differential Achievement Goals and Self-Regulated Learning
Quelle	In: Education Sciences, 12 (2022), Artikel 142 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mehus, Ingar)
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Academic Achievement; Physical Education; Goal Orientation; Learning Strategies; Metacognition; Secondary School Students; Foreign Countries; Student Motivation; Structural Equation Models; Norway + Suchen Sie Ihr Suchwort? Schulleistung; Körpererziehung; Sportunterricht; Zielorientierung; Zielvorstellung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sekundarschüler; Ausland; Schulische Motivation; Norwegen
Abstract	The purpose of this study was to examine the relationship between differential achievement goals and self-regulated learning, as well as motivational mechanisms' consequences for performance in physical education. This was done by using the 2 × 2 achievement goals framework, and the cyclical model for self-regulated learning. The participants (N = 571, 51.7% girls) were physical education students in grades 11-13 from two upper secondary schools in Norway. A cross-sectional questionnaire was conducted, and data were analysed with a multiple-regression-based structural equation model. The modified structural model yielded an adequate fit (X[superscript 2] = [df = 124] 429.79, p < 0.01; RMSEA = 0.07; CFI = 0.93), and results revealed that achievement goals have consequences for students' self-regulation in physical education. More specifically, mastery goals have a positive association with self-regulation, whereas performance avoidance is found to have a negative association. Further, the results support claims that self-regulated learning plays a role in students' performance. Finally, the model showed that self-regulation mediates the relationship between mastery approach goals and performance avoidance goals in relation to performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01