A Theoretical Conceptualization for Motivation Research in Physical Education: An Integrated Perspective

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: This paper is intended to conceptualize motivation research in physical education from an integrated perspective in that the motivation research and its findings are situated in the dynamics of teaching and learning. Major motivation theories and research findings are reviewed. synthesized. and critiqued. The synthesis shows that a dominant number of motivation research studies have been based on achievement goal theories. An emerging line of research relies on the theoretical framework of interest. In most studies. motivation is conceptualized as individual psychological dispositions rather than a process of learner-content interaction in the context defined by the curriculum. The synthesis also revealed that the findings are limited because learning achievement was loosely or not at all defined in most investigations. An integrated conceptual framework for future research is proposed to link motivation to specific achievement settings, to the physical education curriculum, and to the socioeconomic environment within and beyond the school.

Additional Information

Publication
Quest, 2001, 53, 35-58
Language: English
Date: 2001
Keywords
Interest, Motivation, Physical education, Instruction, Psychological models