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

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.

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.

Situational Motivation Scale--Swedish Version

2015 ◽  
Author(s):  
Leslie Podlog ◽  
Henrik Gustafsson ◽  
Therése Skoog ◽  
Zan Gao ◽  
Maria Westin ◽  
...  
Keyword(s):  
Swedish Version ◽  
Motivation Scale ◽  
Situational Motivation

Interdisciplinary Teaching of Physics in Physical Education: Effects on Students’ Autonomous Motivation and Satisfaction

2020 ◽  
Vol 39 (2) ◽  
pp. 156-164
Author(s):  
Athanasios Papaioannou ◽  
Dimitrios Milosis ◽  
Christos Gotzaridis
Keyword(s):  
Physical Education ◽  
Autonomous Motivation ◽  
Holistic Education ◽  
Physical Activities ◽  
Physics Concepts ◽  
Quasi Experimental ◽  
Education Effects ◽  
Situational Motivation ◽  
And Control ◽  
Effective Integration

Purpose: This quasi-experimental study evaluated the effects on students’ autonomous motivation and satisfaction from a program integrating physics concepts in physical education. Method: A total of 487 students (age 13 ± 1) participated in the study. The participants were students participating in physical education classes divided into intervention (n = 183), comparison, and control condition (n = 150 and n = 154, respectively). Before the intervention and three times during its implementation, the students responded on measures of situational motivation with good construct validity. Results: The intervention increased the students’ autonomous motivation and satisfaction in physical education and decreased the students’ amotivation. Conclusion: An effective integration of physics concepts and physical activities can promote meaningful learning, a holistic education perspective, autonomous motivation, and wellness in physical education.

scholarly journals Associations between Weight Status and Situational Motivation toward Fitness Testing in Physical Education: The Mediator Role of Physical Fitness

2020 ◽  
Vol 17 (13) ◽  
pp. 4821
Author(s):  
Alberto Grao-Cruces ◽  
Alejandro Racero-García ◽  
David Sánchez-Oliva ◽  
David Blanco-Luengo ◽  
Alberto Nuviala ◽  
...  
Keyword(s):  
Physical Education ◽  
Physical Fitness ◽  
Intrinsic Motivation ◽  
Weight Status ◽  
Fitness Testing ◽  
Fitness Level ◽  
External Regulation ◽  
Mediator Role ◽  
Objectively Measured ◽  
Situational Motivation

Background: This article examines the differences in situational motivation toward fitness testing in physical education classes between non-overweight and overweight students, as well as the mediator effect of objective and perceived physical fitness on the relationship between weight status and motivation toward fitness testing. Methods: A total of 534 adolescents (298 boys, 55.80%) participated in the study. Perceived physical fitness and situational motivation toward fitness testing were measured through questionnaires, whereas weight status and physical fitness were objectively measured. Results: Overweight students had lower intrinsic motivation (p < 0.001), and higher external regulation (p < 0.01) and amotivation (p < 0.05) during fitness testing in a physical education class than their non-overweight peers. The influence of being overweight on motivation regulations toward fitness testing was mediated by objective physical fitness level for intrinsic motivation (B = −0.140), external regulation (B = 0.104) and amotivation (B = 0.146). Perceived physical fitness was also used as a second mediator between weight status and intrinsic motivation (B = −0.117). Conclusions: Strategies to improve objective and perceived physical fitness in overweight students are necessary to increase self-determined motivation during fitness testing in physical education lesson.

Influence of Comprehensive Materials Multimedia on the Students' Sports Motivation

2012 ◽  
Vol 155-156 ◽  
pp. 950-954
Author(s):  
Xiao Hui Zhou
Keyword(s):  
Statistical Analysis ◽  
Physical Education ◽  
Experimental Method ◽  
Delphi Method ◽  
Traditional Education ◽  
Analysis Method ◽  
Sport Motivation ◽  
Statistical Analysis Method ◽  
Motivation Scale ◽  
Sport Motivation Scale

Objective: probe into the influence of comprehensive materials multimedia on the students' sports motivation. Methods: the present study proceeds from the mode of teaching in the traditional physical education by the literature method, experimental method, Delphi method and the mathematical statistical analysis method to the comparison of the means of comprehensive materials multimedia in the physical education classes with the traditional education and study by the tool of the Sport Motivation Scale. Results: Practice of comprehensive materials multimedia in physical education can improve the students' sports motivation, activate their intrinsic motivation and guide it into a more active tendency.

Sign in / Sign up

Export Citation Format

Share Document