Relationships Among Teachers’ Self-Efficacy and Students’ Motivation, Atmosphere, and Satisfaction in Physical Education

2014 ◽  
Vol 33 (1) ◽  
pp. 68-92 ◽  
Author(s):  
Yi-Hsiang Pan
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Structural Equation ◽  
Learning Motivation ◽  
Equation Modeling ◽  
Physical Education Teachers ◽  
Cluster Sampling ◽  
Satisfaction Scale ◽  
Learning Satisfaction ◽  
High School Physical Education

The purpose of this study was to confirm the relationships among teachers’ self-efficacy, and students’ learning motivation, learning atmosphere, and learning satisfaction in senior high school physical education (PE). A sample of 462 PE teachers and 2681 students was drawn using stratified random sampling and cluster sampling from high schools in Taiwan. The research instruments were the Teachers’ Self-Efficacy Scale, and students’ Learning Motivation Scale, Learning Atmosphere Scale, and Learning Satisfaction Scale, which were designed by the researchers based on theories and existing instruments. Structural equation modeling was used to evaluate the fit of the hypothetical model. The results revealed that the model had acceptable fit. It was concluded that physical education teachers’ self-efficacy affected students’ learning motivation, learning atmosphere, and learning satisfaction; teachers’ self-efficacy also indirectly and positively influenced learning satisfaction, mediated by learning motivation and learning atmosphere.

Teacher Self-Efficacy and Teaching Practices in the Health and Physical Education Curriculum in Taiwan

2013 ◽  
Vol 41 (2) ◽  
pp. 241-250 ◽  
Author(s):  
Yi-Hsiang Pan ◽  
Hung-Shih Chou ◽  
Wei-Ting Hsu ◽  
Chiung-Huang Li ◽  
Yuh-Lin Hu
Keyword(s):  
Physical Education ◽  
Self Efficacy ◽  
Teaching Practices ◽  
Structural Equation ◽  
Goodness Of Fit ◽  
Teaching Practice ◽  
Equation Modeling ◽  
Cluster Sampling ◽  
Health And Physical Education ◽  
Teacher Self Efficacy

The purpose in this study was to confirm the relationship between teacher self-efficacy and teaching practices in the health and physical education (HPE) curriculum in Taiwan. We used stratified random sampling and cluster sampling methods to select 842 HPE teachers from elementary schools in Taiwan. They completed the Teacher Self-Efficacy Scale in HPE and the Teaching Practice Scale in HPE (Pan, 2006, 2007). Structural equation modeling was used to analyze the suitability of the hypothetical model. Results indicated that the model had acceptable goodness-of-fit and it was concluded that teachers' self-efficacy has a positive effect on teaching practices in HPE.

scholarly journals Critical Thinking Skills and Self-Efficiency Beliefs in Preservice Physical Education Teachers

2020 ◽  
Vol 10 (4) ◽  
pp. 149
Author(s):  
Üyesi İsa Doğan
Keyword(s):  
Preservice Teachers ◽  
Critical Thinking ◽  
Physical Education ◽  
Self Efficacy ◽  
Structural Equation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Equation Modeling ◽  
Physical Education Teachers ◽  
Package Program

The aim of this research is to determine the relationship between preservice physical education teachers' self-efficacy beliefs and critical thinking tendencies. For this purpose, our universe constitutes preservice physical education teachers studying at different universities in the 2018-2019 academic year. The research sample consists of 640 preservice teachers in total, 350 males and 290 females. Cities in which the preservice teachers are involved in the research and the universities where they are studying; It consists of 8 provinces: Bartın, Bolu, Çorum, Düzce, Karabük, Kastamonu, Sinop, Zonguldak. Within the scope of the research, “California Critical Thinking Scale (CCTDI)” and “Teacher Self-Efficacy Scale” were used to obtain the data collected from preservice teachers. The data collected for the purpose of the research were analyzed with the SPSS-25 statistical program. Structural equation modeling analyzes were carried out using the data collected from 640 participant groups using the AMOS-25 package program. As a result, students can be directed to earn these trends through activities aimed at gaining critical thinking skills and tendencies by rethinking physical education and sports school programs being implemented in our country. In this regard, university students can be given the opportunity to become highly critical individuals.

Assessment of Teacher Attitudes Toward Inclusion of Students with Disabilities: A Confirmatory Factor Analysis

1997 ◽  
Vol 14 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Georgios D. Sideridis ◽  
Judy P. Chandler
Keyword(s):  
Physical Education ◽  
Music Education ◽  
Students With Disabilities ◽  
Structural Equation ◽  
Structural Model ◽  
Equation Modeling ◽  
Future Research ◽  
Physical Education Teachers ◽  
The Status ◽  
Fit Index

The Teacher Integration Attitudes Questionnaire (TIAQ) was developed in order to assess the attitudes and beliefs of teachers (n = 110) with regard to the inclusion of students with disabilities in regular education settings. Using Structural Equation Modeling, the final structural model of the TIAQ comprised four constructs, namely, “Skills,” “Benefits,” “Acceptance,” and “Support.” The final model was fully supported by the derivation sample of music education teachers (n = 54) and produced a Comparative Fit Index (CFI = 1.00). The replication sample of physical education teachers (n = 56) partially supported the generality of the TIAQ, (CFI = .844). Further, the internal consistency properties of the TIAQ (Cronbach’s alpha was .77 for both samples) were satisfactory. We conclude that the psychometric properties of the TIAQ were adequate, and it can be used as a valid assessment in evaluating the status of inclusion for students with disabilities as perceived by music education and physical education teachers. However, future research is needed to support its generality with other groups of teachers and professionals.

scholarly journals Initial Validation of the Teacher-Created Empowering and Disempowering Motivational Climate Questionnaire in Physical Education

2018 ◽  
Vol 37 (4) ◽  
pp. 340-351 ◽  
Author(s):  
Daniel Milton ◽  
Paul R. Appleton ◽  
Anna Bryant ◽  
Joan L. Duda
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Structural Equation ◽  
Factor Model ◽  
Motivational Climate ◽  
Equation Modeling ◽  
Physical Education Teachers ◽  
Parameter Estimates ◽  
Two Samples ◽  
Secondary School Pupils

Purpose: Guided by Duda’s hierarchical conceptualization of the motivational climate that draws from self-determination and achievement goal theories, this study provides initial evidence of the psychometric properties of the Empowering and Disempowering Motivational Climate Questionnaire in physical education (EDMCQ-PE). Method: Questionnaire based with two samples of Welsh secondary school pupils. Results: Exploratory structural equation modeling provided a better fit of the data to the hypothesized model than confirmatory factor analysis. Moreover, a two-factor composite (i.e., empowering and disempowering) lower-order model provided an acceptable fit and clear parameter estimates. This two-factor model also demonstrated scalar gender measurement invariance. Discussion: The evidence from this study suggests the EDMCQ-PE is a promising scale for the assessment of secondary school pupils’ perceptions of the empowering and disempowering features of the motivational climate created by their physical education teachers. Conclusion: Moving forward, the statistical approach employed in this paper can inform future studies that develop questionnaire methodology in physical education and from an applied perspective; the EDMCQ-PE can be used by researchers and teachers to assess the motivational climate in PE and help inform the pedagogy underpinning teachers’ classes.

scholarly journals Social Capital’s Effect on Physical Education and Teachers’ Job Satisfaction

2018 ◽  
Vol 8 (1) ◽  
pp. 164
Author(s):  
Okan Gültekin
Keyword(s):  
Job Satisfaction ◽  
Social Capital ◽  
Physical Education ◽  
Structural Equation ◽  
Equation Modeling ◽  
Significant Finding ◽  
Satisfaction Scale ◽  
Confirmatory Factor Analyses ◽  
Fit Index ◽  
The Impact

This study tested the impact of physical education (PE) teachers’ social capital on job satisfaction and explained levels of social capital for job satisfaction. Study participants were 210 PE teachers. The research methodology used the correlational survey model, and the instruments administered were the Social Capital Scale,and the Minnesota Job Satisfaction Scale. For conducting scales’ confirmatory factor analyses and structural equation modeling, SPSS 23.0 and AMOS 17.0 software were used. The model’s goodness fit index was: RMSEA = 0.081; SRMR = 0.082; CMIN\DF = 2.523; GFI = 0.922; CFI = 0.923; AGFI = 0.843; NFI = 0.913; Chi squared = 2832.001; df = 976 and p = 0.000. According to these results, the model fit index reached an acceptable and desired level. The effect of social capital on job satisfaction and the rate of explaining job satisfaction were tested. In relation to the study’s first hypothesis, it was revealed that PE teachers’ social capital level and job satisfaction were positively and significantly affected. In regard to the second hypothesis, there was a significant relationship between social capital levels and PE teachers’ job satisfaction. The study’s most significant finding was that social capital significantly predicted PE teachers’ job satisfaction.

scholarly journals Personality traits and entrepreneurial intention among Chartered Accountancy students

2021 ◽  
Vol 19 (3) ◽  
pp. 136-147
Author(s):  
Alisha Soni ◽  
Kanupriya Misra Bakhru
Keyword(s):  
Personality Traits ◽  
Self Efficacy ◽  
Structural Equation ◽  
Entrepreneurial Intention ◽  
Primary Data ◽  
Equation Modeling ◽  
Cluster Sampling ◽  
National Capital Region ◽  
Entrepreneurial Passion ◽  
The Impact

Entrepreneurial intention plays a decisive role in the process of becoming an entrepreneur. It is not only the prerequisite for establishing a business but it also influences an individual’s behavior. This study aims to investigate the impact of three key personality traits of a prospective entrepreneur (entrepreneurial passion, creativity, and self-efficacy) in shaping their entrepreneurial intention. It is proposed that entrepreneurial passion, creativity, and self-efficacy positively influence entrepreneurial intention. Primary data were collected from 408 Chartered Accountancy (CA) students of the National Capital Region (NCR) of India with the help of a structured questionnaire. The cluster sampling method was used to select the sample from the targeted population. The data were analyzed using structural equation modeling (SEM). The results establish that the entrepreneurial intention of CA students is significantly influenced by their creativity, entrepreneurial passion, and self-efficacy, as all three traits allow an entrepreneur to identify opportunities with profit potential. A student who is passionate, creative, and confident in exploiting the new business idea will develop an intention to become an entrepreneur. The present study contributes to the literature by investigating the entrepreneurial intention of CA students, which has not been explored earlier. The significance of this study facilitates academicians and accounting organizations to focus on the personality traits of students, which helps in developing entrepreneurial intention in them.

scholarly journals Leisure Satisfaction Influences Learning Performance Among Community College Students

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110672
Author(s):  
Yen-Ku Kuo ◽  
Jiun-Hao Wang ◽  
Tsung-Hsien Kuo ◽  
Li-An Ho
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Structural Equation ◽  
Learning Motivation ◽  
Learning Performance ◽  
Equation Modeling ◽  
Leisure Satisfaction ◽  
Model Learning ◽  
Learning Satisfaction

Many adults choose community college courses for continued learning to enrich themselves and satisfy their leisure needs, despite having completed formal education. We explored the relationship between learning motivation, learning satisfaction, leisure satisfaction, and learning performance among community college students attending classes in Taipei City. A total of 1,011 participants were recruited. Structural equation modeling was used to examine the validity of the questionnaires and test our hypotheses. Furthermore, we determined whether the two types of satisfaction acted as mediators by testing a dual mediation paths model. Learning motivation, learning satisfaction, leisure satisfaction, and learning performance were significantly and positively correlated. Additionally, learning and leisure satisfaction had complete mediating effects, with the indirect effect of learning satisfaction being relatively stronger than that of leisure satisfaction.

scholarly journals Influence of Internal and External Controlling Teaching Behaviors on Students’ Motivational Outcomes in Physical Education: Is There a Gender Difference?

2021 ◽  
pp. 1-11
Author(s):  
Ángel Abós ◽  
Rafael Burgueño ◽  
Luis García-González ◽  
Javier Sevil-Serrano
Keyword(s):  
Physical Education ◽  
Structural Equation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Equation Modeling ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Mean Differences ◽  
Multigroup Structural Equation Modeling ◽  
Controlling Behaviors

Purpose: Grounded in self-determination theory, this study examined gender latent mean differences in students’ perceptions of externally and internally controlling teaching behaviors, basic psychological need frustration, controlled motivation, amotivation, and oppositional defiance in the physical education context. Moreover, it analyzed the differentiated role that internal and external controlling behaviors play on these self-determination theory-related variables among girls and boys. Method: A sample of 1,118 students (Mage = 14.11 ± 1.50; 50.9% girls) participated in this research. A multigroup structural equation modeling approach was used to respond to the research questions. Results: Analyses revealed that girls reported more maladaptive outcomes in most self-determination theory-related variables than boys. Although externally and internally controlling behaviors of physical education teachers were positively related to maladaptive outcomes, the behaviors correlate differently between boys and girls. Conclusion: Findings highlight the importance of reducing externally controlling behaviors in boys and internally controlling behaviors in both genders, but particularly in girls.

scholarly journals Work Pressures Stemming From School Authorities and Burnout Among Physical Education Teachers: The Mediating Role of Psychological Needs Thwarting

2021 ◽  
pp. 1-11
Author(s):  
Evelia Franco ◽  
Ricardo Cuevas ◽  
Javier Coterón ◽  
Christopher Spray
Keyword(s):  
Physical Education ◽  
Structural Equation ◽  
Psychological Needs ◽  
Equation Modeling ◽  
Physical Education Teachers ◽  
Emotional States ◽  
Psychological Need ◽  
Mediating Role ◽  
External Pressures

Purpose: To examine the role of psychological need thwarting in mediating physical education teachers’ work pressures stemming from school authorities and burnout. Method: A total of 345 physical education teachers (M = 47.46; SD = 8.79) completed some online validated questionnaires. Results: Structural equation modeling first revealed that pressures from school authorities predicted needs thwarting which, in turn, predicted burnout. In a second model, in which burnout was deemed as a multidimensional construct, autonomy and competence thwarting was found to predict both emotional exhaustion and depersonalization. Discussion: These findings suggest that when teachers find themselves pressured by school authorities to act in certain way, they are more likely to feel more exhausted and to adopt more cynical attitudes toward their students due to the thwarting of their basic needs. Practical implications related to school and national policies are discussed. Conclusion: External pressures affect PE teachers’ emotional states and educational policies should address this issue.

scholarly journals An Examination of the Motivation and Satisfaction of College Students Enrolled in Physical Education Courses

2012 ◽  
Vol 21 (1-2) ◽  
pp. 43-63 ◽  
Author(s):  
Hsin-Chung Chen ◽  
David Stotlar
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
Physical Education ◽  
Confirmatory Factor Analysis ◽  
Learning Motivation ◽  
Equation Modeling ◽  
Learning Satisfaction ◽  
Confirmatory Factor ◽  
Motivation And Learning ◽  
Education Courses

An Examination of the Motivation and Satisfaction of College Students Enrolled in Physical Education Courses Purpose: The purpose of this study was to find what factor structures are for the Learning Motivation Scale and Learning Satisfaction Scale, and test a model of learning motivation and learning satisfaction based on college students in Taiwan. Finally, to realize what the most important motivation influence is for students to select PE classes. Methods: The questionnaire was administered by purposeful sampling to 350 students. By using LISREL 8.51 and SPSS 17.0 Package Software, data were analyzed by descriptive statistics, confirmatory factor analysis (CFA), and structural equation modeling (SEM). Results: The results of this study supported a five factor confirmatory factor analysis model of learning motivation as well as a five factor CFA model of learning satisfaction. In addition, the model of learning motivation and learning satisfaction in physical education was supported and the intellectual construct is the most significant motivation to select PE classes. Conclusion: The current study indicated that students' learning motivation significantly affects learning satisfaction in the PE field, although the path coefficient was somewhat low. In other words, from a statistical perspective, there might be some other constructs between learning motivation and learning satisfaction. From a practical perspective, besides letting students feel satisfied with PE classes, the most important values of PE classes are to provide intellectual sport knowledge, to design sport activities which can increase their social relations and an enjoyable atmosphere.

Sign in / Sign up

Export Citation Format

Share Document