An analysis of mechanisms underlying social goals in physical education: a comparison between ordinary and special classes

2021 ◽  
pp. 1-18
Author(s):  
Stéphanie Girard ◽  
Jean Lemoyne ◽  
Dominique Blais ◽  
Jérôme St-Amand
Keyword(s):  
Physical Education ◽  
Social Goals ◽  
Special Classes

Achievement Goals, Social Goals, and Students’ Reported Persistence and Effort in High School Physical Education

2006 ◽  
Vol 25 (1) ◽  
pp. 58-74 ◽  
Author(s):  
Jianmin Guan ◽  
Ping Xiang ◽  
Ron McBride ◽  
April Bruene
Keyword(s):  
High School ◽  
Physical Education ◽  
Achievement Goals ◽  
Social Goals ◽  
High School Physical Education ◽  
And Performance ◽  
Mastery Avoidance ◽  
Approach Goals ◽  
Avoidance Goals ◽  
The Relationship

This study examined the relationship between achievement goals and social goals and explored how students’ achievement goals and social goals might affect their reported persistence and effort expended toward physical education in high school settings. Participants were 544 students from two high schools in the southwest U.S. Multiple regression analysis revealed that social responsibility goals represented the greatest contributor to students’ expenditure of persistence and effort toward physical education. This was followed by mastery-approach goals, mastery-avoidance goals, and performance-approach goals. In addition, girls reported significantly higher values on both social-relationship goals and responsibility goals than did boys. Findings revealed that students had multiple goals for wanting to succeed in physical education; using both achievement goals and social goals when studying student motivation and achievement in high school physical education settings is recommend.

scholarly journals PREDICTION OF SOCIAL GOALS ACCORDING TO THE EXPERIENCE OF PHYSICAL EDUCATION TEACHERS

2015 ◽  
Vol 57 (3) ◽  
pp. 215-228 ◽  
Author(s):  
Antonio BAENA EXTREMERA ◽  
◽  
Antonio GRANERO-GALLEGOS ◽  
Clara BRACHO-AMADOR ◽  
Francisco Javier PÉREZ-QUERO
Keyword(s):  
Physical Education ◽  
Social Goals ◽  
Physical Education Teachers

Students’ Beliefs and Intentions to Play With Peers With Disabilities in Physical Education: Relationships With Achievement and Social Goals

2012 ◽  
Vol 31 (4) ◽  
pp. 311-328 ◽  
Author(s):  
Iva Obrusnikova ◽  
Suzanna Rocco Dillon
Keyword(s):  
Physical Education ◽  
Structural Equation ◽  
Empirical Support ◽  
Social Goals ◽  
Control Beliefs ◽  
Equation Modeling ◽  
Convenience Sample ◽  
And Gender ◽  
General Physical ◽  
General Physical Education

The study investigated beliefs and physical education goals associated with intentions of students without disabilities to play with a hypothetical peer with a physical disability in general physical education (GPE). The Children’s Intentions to Play with Peers with Disabilities in Middle School Physical Education (CBIPPD-MPE), the Task and Ego Orientation in Sport Scale-9, and the Social Goal Scale were administered to a convenience sample of 359 participants. Structural equation modeling analyses indicated that social goals and task-involved goals significantly contributed (p < .01) to positive behavioral, normative, and control beliefs. In addition, the three beliefs significantly contributed (p < .01) to participants’ intentions. Females had significantly higher intentions, behavioral beliefs, and social goals, whereas males had significantly higher ego-involved goals (p < .05). The findings offer empirical support for consideration of social and achievement goal theories and gender in the CBIPPD-MPE model.

scholarly journals Social Goals in Urban Physical Education: Relationships with Effort and Disruptive Behavior

2011 ◽  
Vol 30 (4) ◽  
pp. 410-423 ◽  
Author(s):  
Alex C. Garn ◽  
Nate McCaughtry ◽  
Bo Shen ◽  
Jeffrey J. Martin ◽  
Mariane Fahlman
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Disruptive Behavior ◽  
Structural Equation ◽  
Positive Relationship ◽  
Social Recognition ◽  
Social Goals ◽  
Equation Modeling ◽  
Student Effort ◽  
High School Physical Education

This study investigated the relationships among four distinct types of social goals, effort, and disruptive behavior in urban physical education. Social responsibility, affiliation, recognition, status goals, along with effort and disruptive behavior in physical education were reported by high school physical education students (N = 314) from three urban schools. Findings from correlation and structural equation modeling analyses revealed that social responsibility goals had a positive relationship with effort and an inverse relationship with disruptive behavior. Social status goals demonstrated a positive relationship with disruptive behavior and no relationship with effort. Social recognition goal results were mixed, as they had positive relationships to both effort and disruptive behavior while social affiliation goals were unrelated to effort or disruptive behavior. Application of these results suggests that physical educators who are able to identify the diverse social motives that underlie students’ goals can maximize learning opportunities by increasing student effort and minimizing disruptive behavior.

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