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. Gefälligkeitsübersetzung: Amotivation im Sportunterricht. Beziehungen mit körperlichem Selbstkonzept und Leistungsbewertungen durch den Lehrer.
Quelle	In: European physical education review, 19 (2013) 3, S. 289-301Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X13495625
Schlagwörter	Empirische Untersuchung; Motivationspsychologie; Selbstkonzept; Lehrer; Schüler; Leistungsmotivation; Motivation; Sport; Sportpsychologie; Sportpädagogik; Sportunterricht
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. Verf.-Referat.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2014/2