Motivational Climate in Physical Education, Achievement Motivation, and Physical Activity: A Latent Interaction Model

Autor/inn/en	Girard, Stéphanie; St-Amand, Jérôme; Chouinard, Roch
Titel	Motivational Climate in Physical Education, Achievement Motivation, and Physical Activity: A Latent Interaction Model
Quelle	In: Journal of Teaching in Physical Education, 38 (2019) 4, S.305-315 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Teaching Methods; Physical Education; High School Students; Student Attitudes; Mastery Learning; Leisure Time; Physical Activities; Student Motivation; Structural Equation Models; Prediction; Goal Orientation; Correlation; Physical Education Teachers + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Körpererziehung; Sportunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Freizeit; Schulische Motivation; Vorhersage; Zielorientierung; Zielvorstellung; Korrelation; Physical education; Physical training; Teacher; Teachers; Sportlehrer
Abstract	Purpose: To assess if high school students' leisure-time physical activity is predicted by their perception of the motivational climate, their perceived competence, and their achievement goals in physical education (PE) and if these variables interact with each other. Methods: A sample of 843 high school students completed self-reported questionnaires in the middle and at the end of the school year. The data were analyzed by structural equation modeling and latent moderated structural equations. Results: Leisure-time physical activity was positively predicted by students' performance-approach goals and perceived competence in PE and by the interaction between their perceived competence and their adoption of mastery goals. Discussion/Conclusion: Only individual variables in PE were related to leisure-time physical activity. The significant interaction effect between students' mastery goals and perceived competence in PE suggests that teachers need to foster students' perceptions of competence. The authors therefore discuss the scope of the results with regard to pedagogical practices. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01