An Examination of Sixth Graders’ Self-Determined Motivation and Learning in Physical Education
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Ang Chen, Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: Self-determination theory (SDT), when applied in education, emphasizes helping
learners internalize extrinsic motivation so as to regulate their learning behavior
from an amotivation state to intrinsic motivation. The purpose of this study was to
examine the relationship between SDT components and learning in middle school
physical education. Sixth grade students (n = 242) from 15 randomly selected
schools provided data on SDT and their knowledge and skill learning achievement
as assessed using a pre- and post-measurement design. Structural equation modeling
analyses revealed that extrinsically regulated motivations and intrinsic motivation
contributed little to knowledge and skill achievement and amotivation negatively
related to knowledge improvement. Given the fact that the data represented learner
responses to an activity centered program, the findings imply that when learning
objectives are vague, learners may be motivated to participate in classes but their
participation may not contribute much to knowledge and skill achievement.
An Examination of Sixth Graders’ Self-Determined Motivation and Learning in Physical Education
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Created on 2/8/2011
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Additional Information
- Publication
- Journal of Teaching in Physical Education, 2010, 29, 262-277
- Language: English
- Date: 2010
- Keywords
- Intrinsic motivation, Extrinsic motivation, Amotivation, Physical education curriculum, Interest, Middle School, Students, Learning