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| Autor/inn/en | Johnson, Tyler G.; Prusak, Keven A.; Pennington, Todd; Wilkinson, Carol |
|---|---|
| Titel | The Effects of the Type of Skill Test, Choice, and Gender on the Situational Motivation of Physical Education Students |
| Quelle | In: Journal of Teaching in Physical Education, 30 (2011) 3, S.281-295 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0273-5024 |
| Schlagwörter | Physical Education; Test Format; Student Motivation; Gender Differences; Adolescents; Junior High School Students; Summative Evaluation; Formative Evaluation; Measures (Individuals); Multivariate Analysis; Criterion Referenced Tests |
| Abstract | The purpose of this study was to examine the effects of (a) skill test type, (b) choices, and (c) gender on the situational motivation profiles of adolescents during skill testing in physical education. Participants were 507 students (53% male) aged 12-16 years (M = 13.87; SD = 0.94) attending a suburban junior high school in a western state in the U.S. All participants experienced either a norm-referenced, summative or a criterion-referenced, formative skill test with or without choices. The Situational Intrinsic Motivation Scale (SIMS) was administered to assess situational motivation. A 2 (test type) x 2 (choice) x 2 (gender) MANOVA was used to test for significant differences on each of the four SIMS indices. Significant test type and gender and a significant test type by gender interaction were found. These findings suggest practitioners should use criterion-referenced, formative skill tests especially when teaching girls in physical education. (Contains 4 tables.) (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://www.humankinetics.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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