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Autor/inn/en | Mandigo, James; Holt, Nicholas; Anderson, Andy; Sheppard, Joanna |
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Titel | Children's Motivational Experiences Following Autonomy-Supportive Games Lessons |
Quelle | In: European Physical Education Review, 14 (2008) 3, S.407-425 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1356-336X |
DOI | 10.1177/1356336X08095673 |
Schlagwörter | Student Motivation; Games; Personal Autonomy; Gender Differences; Physical Education; Self Determination; Foreign Countries; Elementary School Students; Competence; Factor Analysis; Canada |
Abstract | The objectives of this study were (a) to examine students' motivational experiences arising from their participation in games lessons based on autonomy-supportive strategies; and (b) to examine the interaction between boys' and girls' motivational experiences across different categories of games. A total of 759 students (380 F, 379 M) from 37 classes (grades four to seven) were taught a lesson from one of four game categories (i.e. target, net/wall, batting/fielding, invasion) using autonomy-supportive techniques. Following the lessons children completed various measures to assess their motivational experiences. Significant between-subject differences did emerge for both gender and games category. Girls reported higher levels of optimal challenge, perceived autonomy-support, and enjoyment whereas boys reported higher levels of perceived competence. For the games category, participants reported higher levels of self-determined motivation in net/wall games whereas invasion games received the lowest motivational ratings of the four games categories. (Contains 4 tables and 1 note.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |