Gender Differences in the Relationships between Perceived Teachers' Controlling Behaviors and Amotivation in Physical Education

Autor/inn/en	Koka, Andre; Sildala, Heino
Titel	Gender Differences in the Relationships between Perceived Teachers' Controlling Behaviors and Amotivation in Physical Education
Quelle	In: Journal of Teaching in Physical Education, 37 (2018) 2, S.197-208 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
DOI	10.1123/jtpe.2017-0199
Schlagwörter	Gender Differences; Student Motivation; Teacher Student Relationship; Physical Education; Physical Education Teachers; Teacher Behavior; High School Students; Secondary School Teachers; Structural Equation Models; Correlation; Incentives; Self Determination; Questionnaires + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Schulische Motivation; Teacher student relationships; Lehrer-Schüler-Beziehung; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teacher behaviour; Lehrerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrelation; Anreiz; Selbstbestimmung; Fragebogen
Abstract	Purpose: Guided by the conception that amotivation is a multidimensional construct, the present study aimed to evaluate gender as a moderator of relationships between different dimensions of perceived teachers' controlling behavior and amotivation in high school physical education. Method: A total of 419 students (246 girls and 173 boys) completed questionnaires assessing their relevant psychological constructs. To detect gender differences, a multi-group structural equation modelling was employed with restrictions placed on the structural paths across genders. Results: The results revealed that girls showed overall higher amotivation and more strength than boys in associations of perceived negative conditional regard and intimidating behavior from teachers with amotivation, whereas boys demonstrated more strength than girls in the association of perceived teachers' controlling use of praise with amotivation. Discussion/Conclusion: These gender differences should be acknowledged and instructionally addressed during teaching and learning to diminish students' lack of motivation in physical education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01