scholarly journals Measuring student motivation for physical education: Examining the psychometric properties of the Perceived Locus of Causality Questionnaire and the Situational Motivation Scale

2011 ◽  
Vol 12 (3) ◽  
pp. 284-292 ◽  
Author(s):  
Chris Lonsdale ◽  
Catherine M. Sabiston ◽  
Ian M. Taylor ◽  
Nikos Ntoumanis
Keyword(s):  
Physical Education ◽  
Psychometric Properties ◽  
Student Motivation ◽  
Locus Of Causality ◽  
Motivation Scale ◽  
Situational Motivation

The Student Motivation Scale: A Tool for Measuring and Enhancing Motivation

2001 ◽  
Vol 11 ◽  
pp. 1-20 ◽  
Author(s):  
Andrew J. Martin
Keyword(s):  
Psychometric Properties ◽  
Factor Structure ◽  
Student Motivation ◽  
Academic Resilience ◽  
School Students ◽  
Belief Learning ◽  
Instrument Measuring ◽  
Focus Value ◽  
Motivation Scale ◽  
Learning Focused

This paper assesses the psychometric properties of the Student Motivation Scale, an instrument measuring school students' motivation. Motivation is assessed through nine measures, separated into what are referred to as boosters and guzzlers. Boosters are constructs that reflect adaptive motivation and guzzlers are constructs that reflect less adaptive motivation. Boosters are subsumed by thoughts (self-belief, learning focus, value of schooling) and behaviours (persistence and planning and monitoring). Guzzlers are subsumed by thoughts or feelings (low control and anxiety) and behaviours (avoidance and self-sabotage). Data show that the Student Motivation Scale has a clear factor structure reflecting the hypothesised five boosters and four guzzlers, is reliable, and correlated with achievement. Gender and year level differences also emerge: girls are significantly more learning focused and engage in more planning and monitoring than boys; girls are significantly more anxious than boys; Year 9 students are significantly lower than Year 10 and Year 11 students in learning focus, significantly higher than Year 11 students in avoidance, and significantly higher than Year 10 and Year 11 students in self-sabotage. Strategies for intervention are discussed in the context of these findings and the issue of academic resilience is introduced as an additional aspect of motivation that the Student Motivation Scale is able to assess.

Situational Motivation Scale--Spanish Physical Education Adaptation

2018 ◽  
Author(s):  
Rafael Burgueño ◽  
Antonio Granero-Galleros ◽  
Manuel Alcaraz-Ibáñez ◽  
Álvaro Sicilia ◽  
Jesús Medina-Casuabón
Keyword(s):  
Physical Education ◽  
Motivation Scale ◽  
Situational Motivation

Preliminary Validation in Spanish of a Scale Designed to Measure Motivation in Physical Education Classes: The Perceived Locus of Causality (PLOC) Scale

2009 ◽  
Vol 12 (1) ◽  
pp. 327-337 ◽  
Author(s):  
Juan Antonio Moreno Murcia ◽  
David González-Cutre Coll ◽  
Mariana Chillón Garzón
Keyword(s):  
Physical Education ◽  
Psychometric Properties ◽  
Temporal Stability ◽  
Education Students ◽  
Locus Of Causality ◽  
Intra Class Correlation ◽  
Physical Education Students ◽  
Preliminary Validation ◽  
Confirmatory Factor ◽  
Intra Class Correlation Coefficient

The purpose of this paper was to validate the Spanish version of the Perceived Locus of Causality Scale (PLOC; Goudas, Biddle, & Fox, 1994). To achieve this, two studies with samples of 1535 and 400 physical education students, of ages 12 to 17 years, were carried out. The psychometric properties of the PLOC were examined through the following analyses: confirmatory factor analysis, factor invariance, correlation among factors, reliability (Cronbach's alpha), temporal stability (test-retest), and criterion validity. The results partially supported the five-factor structure. This structure was invariant across the two study samples. Correlations among the subscales indicated a simplex pattern, supporting construct validity of the scale. Alpha values over .70 (except for introjected regulation) and high temporal stability (intra-class correlation coefficient = .83 to .90) over a four-week period were obtained. The mastery-approach goal positively predicted self-determined motivation, whereas the performance-avoidance goal predicted it negatively. Future studies should continue to analyze the psychometric properties of the PLOC, as the validation of an instrument should be an ongoing process.

The Effects of Choice on the Motivation of Adolescent Girls in Physical Education

2004 ◽  
Vol 23 (1) ◽  
pp. 19-29 ◽  
Author(s):  
Keven A. Prusak ◽  
Darren C. Treasure ◽  
Paul W. Darst ◽  
Robert P. Pangrazi
Keyword(s):  
Physical Education ◽  
Adolescent Girls ◽  
External Control ◽  
Significant Difference ◽  
8Th Grade ◽  
Group A ◽  
Motivation Scale ◽  
Situational Motivation ◽  
Sport Motivation Scale ◽  
Identified Regulation

This study examined the motivational responses of adolescent girls in the physical education setting to having choices of walking activities. Seventh and 8th grade girls (N = 1,110) in 42 intact physical education classes participated in this study. Classes were randomly assigned to choice (n = 21) and no-choice (n = 21) groups. Participants’ situational and contextual motivation was assessed using the Situational Motivation Scale (SIMS) and the Sport Motivation Scale for PE (SMSPE). The SIMS was administered every 3 days during the intervention. The SMSPE was administered as the pre- and posttest. Significant differences indicated that the choice group (a) was more intrinsically motivated, (b) had higher identified regulation, (c) experienced less external control, and (d) was less amotivated. Moderate to large effect sizes were noted. A significant difference in amotivation at the contextual level was noted. Results suggest that adolescent female PE students may be more motivated if given choices. The notion of emerging adult attitudes is presented and explored.

Effectiveness of a lesson study intervention on teacher behaviour and student motivation in physical education lessons

2021 ◽  
pp. 1-18
Author(s):  
Lars Borghouts ◽  
Menno Slingerland ◽  
Gwen Weeldenburg ◽  
Bregje van Dijk-van Eijk ◽  
Sara Laurijssens ◽  
...  
Keyword(s):  
Physical Education ◽  
Student Motivation ◽  
Lesson Study ◽  
Teacher Behaviour ◽  
Study Intervention

The Association Between Pupil-Related Psychological Factors and Academic Achievement in Physical Education

2021 ◽  
pp. 1-12
Author(s):  
Ruben Vist Hagen ◽  
Håvard Lorås ◽  
Hermundur Sigmundsson ◽  
Monika Haga
Keyword(s):  
Academic Achievement ◽  
Physical Education ◽  
Psychological Factors ◽  
Multiple Regression Model ◽  
Final Grade ◽  
Scholastic Competence ◽  
Self Perceptions ◽  
School Year ◽  
Athletic Competence ◽  
Situational Motivation

Purpose: Physical education (PE) teachers’ assessments are often based on continuous observations of pupils. As certain psychological factors may mediate pupils’ learning behaviors relevant to the PE context, they may also influence academic achievement in PE. Thus, this study’s aim was to explore the association between pupil-related psychological factors and academic achievement in PE. Methods: Eighty-nine boys and 111 girls (12–16 years old) in lower secondary school participated in this study, responding to a questionnaire containing previously validated scales measuring pupils’ grit, mindset, self-perceptions, and situational motivation. The pupils’ final grade in PE was collected at the end of the school year. Results: A multiple regression model significantly explained 33% of the variance in grade. The self-perception domains—scholastic competence, athletic competence, and physical appearance—acted as unique predictors, explaining a small portion of the variance in academic achievement. Discussion/conclusion: These results support the importance of positive self-perceptions in relation to academic achievement in PE.

Information Seeking Motivation Scale development: a self-determination perspective

2017 ◽  
Vol 73 (5) ◽  
pp. 1034-1052 ◽  
Author(s):  
Ana Dubnjakovic
Keyword(s):  
Higher Education ◽  
Information Seeking ◽  
Self Determination ◽  
Information Need ◽  
Measurement Instruments ◽  
Content Type ◽  
Motivation Scale ◽  
Current Sample ◽  
Situational Motivation ◽  
Domain Level

Purpose Using self-determination motivation theory as a theoretical framework, the purpose of this paper is to examine information seeking motivation at the domain level in higher education setting. Design/methodology/approach Confirmatory factor analysis was used to validate the Information Seeking Motivation Scale – College Version (ISMS – C). Findings ISMS – C was validated in the information seeking context. Consistent with self-determination theory (SDT), the results imply that students approach research tasks for both controlled and autonomous reasons. Research limitations/implications All constructs representing extrinsic and intrinsic motivation on a continuum were confirmed. However, amotivation proved difficult to define with the current sample. Additional studies need to be conducted in higher education setting in order to confirm its existence. Practical implications Given that the situational motivation is contingent on domain-level motivation, the ISMS – C scale can be helpful in promoting lasting intrinsic information seeking motivation at that level. Originality/value Consistent with the subjectivist orientation in information sciences which aims to account for cognitive and affective forces behind information need, ISMS constructed in the current study is one of the first measurement instruments to account for a spectrum of information seeking motivations at the domain level.

scholarly journals Educación Física y desarrollo de la autonomía: la percepción del alumnado de Educación Secundaria (Physical Education and the development of autonomy: the perception of the students of Secondary Education)

Retos ◽  
2016 ◽  
pp. 300-305
Author(s):  
Raquel Aguado-Gómez ◽  
Ángeles López-Rodríguez ◽  
Juan Luis Hernández-Álvarez
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Psychometric Properties ◽  
Autonomy Support ◽  
Teaching Experience ◽  
Specific Training ◽  
Four Dimensions ◽  
Metacognitive Development ◽  
Gender And Age ◽  
Teaching Support

Este estudio se centró en conocer la percepción del alumnado sobre el apoyo docente al desarrollo de su autonomía en Educación Física (EF). Se aplicó la Escala de Percepción de Apoyo a la Autonomía en las Clases de Educación Física (EPAACEF), diseñada por los autores de este artículo y validada con adecuadas propiedades psicométricas. La escala, conteniendo 34 ítems, agrupados en cuatro dimensiones, fue aplicada a 721 alumnos y alumnas de Educación Secundaria (347 chicas), con una media de edad de 14.4 (±1.5) años. Este alumnado recibe clases de EF de siete docentes, con formación específica en EF y diferente experiencia en la enseñanza. Los resultados muestran la idoneidad de diseñar la EPAACEF, porque permite valorar los comportamientos docentes desde una perspectiva más sistémica, pudiendo afirmar que, según la percepción del alumnado, los comportamientos que apoyarían un desarrollo de su autonomía se producen con una frecuencia «moderadamente baja». Los docentes obtienen mejores resultados en los comportamientos relacionados con la atención a la motivación, y con la atención al desarrollo cognitivo y metacognitivo, debiendo atender más a las necesidades del alumnado relacionadas con los ritmos de aprendizaje y con fomento de sugerencias y participación activa. Analizando la EPAACEF globalmente no se producen diferencias significativas en función del género y de la edad, pero sí en alguna de las dimensiones.Abstract. This study focused on the perception of students on the teaching support to the development of their autonomy in Physical Education (PE). The Autonomy Support Perception Scale in the Physical Education Classes (EPAACEF), designed by the authors of this article and validated with adequate psychometric properties, was applied. The scale, containing 34 items, grouped in four dimensions, was applied to 721 students of secondary education (347 girls), with a mean age of 14.4 (± 1.5) years. These students receive PE classes of seven teachers, with specific training in PE and different teaching experience. The results show the appropriateness and validity of the EPAACEF, because it allows evaluating teacher behaviours from a more systemic perspective, being able to affirm that, according to the perception of the students, the behaviours that would support a development of their autonomy occur with a frequency «moderately low». Teachers obtain better results in the behaviours related to attention to motivation, and attention to cognitive and metacognitive development. They must attend more to the needs of students related to learning rhythms and encouraging suggestions and active participation. Analysing the EPAACEF globally, there are no significant differences in terms of gender and age, but exist in some of the dimensions.

scholarly journals Motivasi Belajar Pendidikan Jasmani: Penerapan Teknik Memotivasi Teaching by Invitation pada Pendekatan Teknis

2020 ◽  
Vol 3 (2) ◽  
pp. 31-36
Author(s):  
Lutfi Nur ◽  
Arief Abdul Malik
Keyword(s):  
Physical Education ◽  
Student Motivation ◽  
Learning Motivation ◽  
Learning Activities ◽  
Control Groups ◽  
Technical Approach ◽  
Reliability Score ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

In physical education learning activities, motivational factors become one of the key activeness of students in moving. This study aims to determine the effectiveness of a technical approach using techniques to motivate teaching by invitation to learning motivation in physical education learning. This research is a quasi-experimental study involving the dick group consisting of 25 students (12 male and 13 female) and the experimental group consisting of 23 students (11 male and 12 female). The instrument used was a motivation questionnaire with a reliability score of alpha Cronbah 0.896. The results showed that there were significant differences between the experimental and control groups with a t value of 3.022 and a significance of 0.004 0.05. The technique of motivating teaching by invitation effectively can increase student motivation in participating in physical education learning. AbstrakPada kegiatan pembelajaran pendidikan jasmani (penjas), faktor motivasi menjadi salah satu kunci keaktifan siswa dalam bergerak. Penelitian ini bertujuan untuk mengetahui efektivitas pendekatan teknis menggunakan teknik memotivasi teaching by invitation terhadap motivasi belajar dalam pembelajaran penjas. Penelitian ini merupakan penelitian kuasi eksperimen dengan melibatkan kelompok kontrol sebanyak 25 siswa (12 laki-laki dan 13 perempuan) dan kelompok eksperimen terdiri dari 23 siswa (11 laki-laki dan 12 perempuan). Instrumen yang digunakan adalah angket motivasi dengan reliabilitas skor alpha Cronbah 0.896. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan antara kelompok eksperimen dan kelompok kontrol dengan nilai t hitung 3,022 dan signifikansi 0,004 0,05. Teknik memotivasi teaching by invitation secara efektif mampu meningkatkan motivasi siswa dalam mengikuti pembelajaran penjas.

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