scholarly journals An Examination of Sixth Graders’ Self-Determined Motivation and Learning in Physical Education

2010 ◽  
Vol 29 (3) ◽  
pp. 262-277 ◽  
Author(s):  
Haichun Sun ◽  
Ang Chen
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Sixth Grade ◽  
Skill Learning ◽  
Equation Modeling ◽  
Measurement Design ◽  
Learner Responses ◽  
Motivation And Learning

Self-determination theory (SDT), when applied in education, emphasizes helping learners internalize extrinsic motivation so as to regulate their learning behavior from an amotivation state to intrinsic motivation. The purpose of this study was to examine the relationship between SDT components and learning in middle school physical education. Sixth grade students (n = 242) from 15 randomly selected schools provided data on SDT and their knowledge and skill learning achievement as assessed using a pre- and post-measurement design. Structural equation modeling analyses revealed that extrinsically regulated motivations and intrinsic motivation contributed little to knowledge and skill achievement and amotivation negatively related to knowledge improvement. Given the fact that the data represented learner responses to an activity centered program, the findings imply that when learning objectives are vague, learners may be motivated to participate in classes but their participation may not contribute much to knowledge and skill achievement.

Relationships between leadership, motivation and employee-level innovation: evidence from India

2020 ◽  
Vol 49 (7) ◽  
pp. 1363-1379
Author(s):  
Vishal Gupta
Keyword(s):  
Intrinsic Motivation ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Organizational Context ◽  
Work Motivation ◽  
Sense Of Self ◽  
Autonomous Motivation ◽  
Work Behavior ◽  
Equation Modeling ◽  
Content Type

PurposeIntegrating the behavioral theory of leadership, the componential theory of creativity and the self-determination theory (SDT), the study tests the relationships between leadership, work motivation (intrinsic motivation, integrated extrinsic motivation, extrinsic motivation) and employee-level innovation (innovative work behavior and innovation outcomes) in a work setting.Design/methodology/approachData were collected using a survey questionnaire from 493 scientists working in India's largest civilian research and development (R&D) organization. The structural equation modeling (SEM) method was used to test the hypothesized relationships between the study variables.FindingsThe study found evidence for positive relationships between leadership, employee autonomous motivation (intrinsic and integrated extrinsic motivation) and employee-level innovation. The study shows that extrinsic motivation is positively related to innovation only when the value of rewards is integrated to one's sense of self (integrated extrinsic motivation). Extrinsic motivation, otherwise, is not related to innovation.Research limitationsThe study was cross-sectional, so inferences about causality are limited.Practical implicationsFirst, while extrinsic motivation is considered bad for innovation, the study provides evidence that integrated extrinsic motivation complements intrinsic motivation and encourages employee-level innovation. Second, the study shows that leaders can aid the process of development of autonomous motivation by displaying positive behaviors. Third, the study validates the mediating role of autonomous motivation for the leadership–innovation relationship.Originality/valueThe study provides an insight into the underlying process through which leaders can impact innovation at the workplace. To the best of the author's knowledge, such a study is the first of its kind undertaken in an organizational context.

scholarly journals Children's Physical Self-Concept, Motivation, and Physical Performance: Does Physical Self-Concept or Motivation Play a Mediating Role?

2021 ◽  
Vol 12 ◽  
Author(s):  
Annette Lohbeck ◽  
Philipp von Keitz ◽  
Andreas Hohmann ◽  
Monika Daseking
Keyword(s):  
Intrinsic Motivation ◽  
Physical Performance ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Self Concept ◽  
Equation Modeling ◽  
Mediation Model ◽  
Regular School ◽  
Mediating Role ◽  
Study Results

The present study aimed to examine the relations between physical self-concept, intrinsic and extrinsic motivation as well as physical performance of 1,082 children aged 7–8 years. The central objective of this study was to contrast a mediation model assuming physical self-concept as a mediator of the relations between both types of motivation and physical performance to a mediation model assuming both types of motivation as mediators of the relations between physical self-concept and physical performance. Physical self-concept and both types of motivation were measured by using self-reported questionnaires, while physical performance was measured with 10 motor skill tests. All tests were carried out during regular school hours (8–12 A.M.) by qualified test personnel. Beyond correlation analyses, structural equation modeling (SEM) was performed to find evidence for the predictive relations between the variables under study. Results showed that physical self-concept was significantly positively related to both types of motivation and physical performance (all p < 0.001). In contrast, results of SEM revealed that only physical self-concept (p < 0.001) and intrinsic motivation (p < 0.05) were significantly positively linked to physical performance. Furthermore, physical self-concept proved to significantly mediate the relations of both types of motivation to physical performance (p < 0.001), while only intrinsic motivation, but not extrinsic motivation, proved to significantly mediate the relation between physical self-concept and physical performance (p < 0.05). These results suggest that school-based or extracurricular interventions targeted at improving younger children's physical performance only by means of an increased level of physical activity or by external factors without supporting children's physical self-concept and intrinsic motivation may have less or no effects on their physical performance.

Predicting Satisfaction in Physical Education From Motivational Climate and Self-determined Motivation

2015 ◽  
Vol 34 (2) ◽  
pp. 210-224 ◽  
Author(s):  
Antonio Baena-Extremera ◽  
Manuel Gómez-López ◽  
Antonio Granero-Gallegos ◽  
Maria del Mar Ortiz-Camacho
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Structural Equation ◽  
Positive Association ◽  
Motivational Climate ◽  
Equation Modeling ◽  
School Students ◽  
Mean Values ◽  
Task Oriented

The purpose of this research study was to determine to what extent the motivational climate perceived by students in Physical Education (PE) classes predicts self-determined motivation, and satisfaction with physical education classes. Questionnaires were administered to 758 high school students aged 13-18 years. We used the Spanish versions of the PE adaptations of instruments: Sport Satisfaction Instrument, Sport Motivation Scale and Learning and Performance Orientations in PE Classes Questionnaire. We conducted a descriptive statistical analysis and correlations with structural equation modeling. The results showed the highest mean values in satisfaction/fun, intrinsic motivation and motivational task-oriented climate. By using a structural equation model, we found a positive association between a task-oriented climate and students’ intrinsic motivation (γ=.69) and their satisfaction in PE classes (β=.56).

scholarly journals The roles of student engagement motivations in learning and managing.

2021 ◽  
Vol 9 (4) ◽  
pp. 223-234
Author(s):  
Ngo Hai Quynh ◽  
Nguyen Thanh Hoai ◽  
Nguyenthingoc Thu
Keyword(s):  
Student Engagement ◽  
Intrinsic Motivation ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Theoretical Foundation ◽  
Research Result ◽  
Cognitive Engagement ◽  
Positive Influence ◽  
Equation Modeling ◽  
Learning Success

The purpose of this study is to explore how the combined influence of intrinsic motivation and extrinsic one on the engagement about behavioral, emotional, and cognitive of university students to bring academic achievements. To do this, an experimental questionnaire is designed to collect data from Vietnamese students in Danang and employed Structural Equation Modeling (SEM) to estimate the relationships among proposed variables. The results from 393 samples indicated that intrinsic motivation is the crucial element stimulating their efforts and engagement to obtain learning success. In contrast, extrinsic motivation is found to not bring a positive influence on the cognitive engagement of students. Therefore, this is an important research result that contributes to the theoretical foundation of student engagement as well as makes sense for the management of higher education

scholarly journals A model of antecedents strengthening organizational commitment

2021 ◽  
pp. 1287-1294 ◽  
Author(s):  
Dan Thanh Ly ◽  
Quang Thong Bui ◽  
Van Chon Le ◽  
Nhu Ty Nguyen
Keyword(s):  
Organizational Commitment ◽  
Intrinsic Motivation ◽  
Organizational Support ◽  
Organizational Identification ◽  
Structural Equation ◽  
Quantitative Research ◽  
Extrinsic Motivation ◽  
Employee Voice ◽  
Equation Modeling ◽  
The Subject

Due mainly to the importance of organizational commitment for both employees and employers, it has been the subject attracting researchers over the last few decades. Therefore, the paper aims to build a model of antecedents strengthening organizational commitment. First, the paper reviews six main concepts including organizational commitment, intrinsic motivation, extrinsic motivation, employee voice, organizational identification and perceived organizational support. Next, Five-point Likert scale is used to measure those factors with two hundred and forty-nine fulltime Vietnamese employees who are working at 34 Vietnamese organizations from a variety of sectors such as tax, banking, health service, airlines, education and business. Finally, quantitative research is obtained by using EFA, CFA analysis and structural equation modeling. The findings show that three prominent factors positively affecting organizational commitment are intrinsic motivation, extrinsic motivation and organizational identification.

scholarly journals Understanding Contextual Relation in Promotion Physical Exercise from Autonomy Support

2016 ◽  
Vol 9 (1) ◽  
pp. 1 ◽  
Author(s):  
Juan Antonio Moreno-Murcia ◽  
Elisa Huescar Hernandez ◽  
Noelia Belando Pedreno ◽  
Mari Carmen Neipp Lopez
Keyword(s):  
Physical Education ◽  
Physical Exercise ◽  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Structural Equation ◽  
Leisure Time ◽  
Equation Model ◽  
Equation Modeling ◽  
Student Autonomy ◽  
Perceived Autonomy Support

To analyze the relationship between perception of support for student autonomy and the interaction of different motivational contexts of the intention to do physical exercise from the framework of the trans-contextual model of motivation (Hagger & Chatzisarantis, 2016) was the aim of this study. The sample consisted of 441 adolescents in physical education classes aged between 12 and 16 (Mage = 14.74, SD = .80), who responded to various questionnaires on perceived autonomy support, motivation in the education and leisure contexts, and intention to do exercise. The model was tested using a structural equation model. The results of structural equation modeling [χ2 (48, N = 441) = 489,69, p = .001, χ2/d.f = 3.98, CFI = .94, IFI = .94, TLI = .93, RMSEA = .08] marked that perceived autonomy support from the teacher was positively relacionated with intrinsic motivation in physical education classes, which in turn was positively associated with intrinsic motivation in leisure time. Perceived autonomy support from family and peers was positively associated with motivation in leisure time, which in turn positively associated with the attitude and control standards. While the intention to practice physical activity was positively associated with the main concepts of the theory of planned behavior. Results are discussed in view of the importance of considering the importance of social models in the stage of adolescence, highlighting the role of promoting autonomy and their influence on inter-contextual motivation in physical exercise.

The Coach-Created Motivational Climate, Young Athletes’ Well-Being, and Intentions to Continue Participation

2012 ◽  
Vol 6 (2) ◽  
pp. 166-179 ◽  
Author(s):  
María Sol Alvarez ◽  
Isabel Balaguer ◽  
Isabel Castillo ◽  
Joan L. Duda
Keyword(s):  
Intrinsic Motivation ◽  
Achievement Goals ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Young Male ◽  
Well Being ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Equation Modeling ◽  
Young Athletes

Drawing from the theories of self-determination (SDT; Ryan & Deci, 2000) achievement goals (AGT; Nicholls, 1989), and, in particular, Vallerand’s four-stage casual sequence embedded in his hierarchical model of intrinsic and extrinsic motivation (HMIEM; Vallerand, 1997, 2001), this study tested a motivational model in the sport context via structural equation modeling (SEM). Based on the responses of 370 young male soccer players (M age = 14.77), the path analysis results offered overall support for the proposed model. A perceived task-involving climate emerged as a positive predictor of the satisfaction of the three psychological needs, while a perceived ego-involving climate was a negative predictor of related-ness satisfaction. The results also support positive paths between satisfaction of the three psychological needs and intrinsic motivation, while intrinsic motivation was positively linked to subjective vitality and future intention to participate. The implications of the coach-created motivational climate are discussed in the light of its implications for the quality and potential maintenance of sport involvement among young athletes.

scholarly journals Relationships Between Teacher Feedback and Student Motivation: A Comparison Between Male and Female Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Wenjuan Guo ◽  
Wenye Zhou
Keyword(s):  
Intrinsic Motivation ◽  
Negative Correlation ◽  
Structural Equation ◽  
Extrinsic Motivation ◽  
Female Students ◽  
Teacher Feedback ◽  
Male Students ◽  
Equation Modeling ◽  
Future Research ◽  
Male And Female

This study aimed to investigate gender differences in teacher feedback and students’ motivation in learning and their relationship patterns. In total, 1,082 secondary students in China (538 male and 544 female students) participated in this study. The results of MANOVAs suggested that language teachers provided less directive feedback but more criticism to male than female students. Male students reported less intrinsic motivation, extrinsic motivation and test anxiety than female students. The results of two-group structural equation modeling indicated that both male and female students’ motivation was best predicted by teachers’ scaffolding feedback and praise. Verification feedback had a negative correlation with female students’ extrinsic motivation and no significant correlation with male students’ motivation. Directive feedback had a negative correlation with male students’ intrinsic motivation and a positive correlation with female students’ extrinsic motivation. Further, teacher criticism only had a negative correlation with female students’ intrinsic motivation. Implications for future research as well as suggestions for teachers on how to improve male and female students’ motivation are discussed.

The importance of novelty satisfaction for multiple positive outcomes in physical education

2018 ◽  
Vol 25 (3) ◽  
pp. 859-875 ◽  
Author(s):  
David González-Cutre ◽  
Álvaro Sicilia
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Structural Equation ◽  
Discriminant Validity ◽  
Need Satisfaction ◽  
Equation Modeling ◽  
Positive Outcomes ◽  
Psychological Need ◽  
Dispositional Flow ◽  
Positive Direct

Novelty has recently been suggested as a potential basic psychological need within self-determination theory. Taking into account the lack of research on this new construct, the purpose of this study was to show the role of novelty satisfaction in physical education, analyzing its relations with some outcomes that are relevant for academic achievement. Secondary school students completed measures of basic psychological need satisfaction (autonomy, competence, and relatedness), novelty satisfaction, the three types of intrinsic motivation (to know, to accomplish, and to experience stimulation), and different outcomes (vitality, dispositional flow, and satisfaction) for physical education. Confirmatory factor analysis showed a high correlation between autonomy and novelty satisfaction. The problem of discriminant validity was solved by removing an item from the original version of the Novelty Need Satisfaction Scale due to its overlap with the autonomy construct. This modification contributed to improving the psychometric properties of this scale. Structural equation modeling showed that satisfaction of the need for competence was the strongest predictor of intrinsic motivation to accomplish and to experience stimulation, whereas novelty satisfaction was the strongest predictor of intrinsic motivation to know. Positive direct and indirect effects from novelty satisfaction were found on vitality, dispositional flow, and satisfaction with physical education classes. These results suggest the importance of teachers developing strategies to provide novelty support, with the aim of achieving multiple positive outcomes in physical education.

An Approach to the Hierarchical Model of Motivation in a Classroom: A Reply to Rousseau and Vallerand

2002 ◽  
Vol 90 (1) ◽  
pp. 273-278 ◽  
Author(s):  
Hirotsugu Yamauchi
Keyword(s):  
Structural Equation Modeling ◽  
Learning Strategies ◽  
Structural Equation ◽  
Recent Article ◽  
Extrinsic Motivation ◽  
Learning Strategy ◽  
The Other ◽  
Equation Modeling ◽  
Teachers Attitudes ◽  
Motivation And Learning

Rousseau and Vallerand's comments on our recent article led to the present study of correlations between students' perception of teachers' attitudes, intrinsic-extrinsic motivation, and learning strategy with structural equation modeling. The analysis shows students' perception of teachers' attitudes influences the intrinsic-extrinsic motivation, which as mediator in turn affects students' learning strategies, and the paths were divided into two streams, one with more intrinsic attributes and the other with more extrinsic ones.

Sign in / Sign up

Export Citation Format

Share Document