Amotivation in Physical Education: Relationships with Physical Self-Concept and Teacher Ratings of Attainment

Autor/inn/en	Jackson-Kersey, Rachel; Spray, Christopher
Titel	Amotivation in Physical Education: Relationships with Physical Self-Concept and Teacher Ratings of Attainment
Quelle	In: European Physical Education Review, 19 (2013) 3, S.289-301 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X13495625
Schlagwörter	Physical Education; Physical Education Teachers; Student Motivation; Multiple Regression Analysis; Self Concept; Student Attitudes; Factor Analysis; Prediction; Secondary School Students; Foreign Countries; Questionnaires; Correlation; National Curriculum; Self Determination; Human Body; Goal Orientation; Physical Fitness; United Kingdom (England) + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Schulische Motivation; Selbstkonzept; Schülerverhalten; Faktorenanalyse; Vorhersage; Sekundarschüler; Ausland; Fragebogen; Korrelation; Selbstbestimmung; Menschlicher Körper; Zielorientierung; Zielvorstellung; Leistungsfähigkeit
Abstract	The aim of this study was to assess the reliability and validity of the Amotivation Inventory in Physical Education (AI-PE). In addition, the study sought to identify the relationships between students' amotivation, physical self-concept, and teacher ratings of National Curriculum attainment levels in PE. Students ("N" = 510) from a secondary school in South-East England participated in the study by completing a questionnaire during their scheduled PE lesson. Confirmatory factor analysis provided support for the factorial validity of the four-dimensional model of amotivation. Hierarchical multiple regression analyses were conducted on a sub-sample of students with moderate to high levels of amotivation in PE ("n" = 164). The results showed that both physical self-concept (negatively) and attainment (positively) were predicted by students' deficient ability beliefs. Overall, the findings support the multidimensionality of amotivation and its association with important outcomes in PE. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10