Relationships between students’ individual interest, achievement goals, perceived competence and situational interest: A cluster analysis in swimming

2021 ◽  
pp. 1356336X2110459
Author(s):  
Cédric Roure ◽  
Vanessa Lentillon-Kaestner
Keyword(s):  
Cluster Analysis ◽  
Secondary School ◽  
Achievement Goals ◽  
Secondary School Students ◽  
Perceived Competence ◽  
Situational Interest ◽  
Individual Interest ◽  
Regression Analyses ◽  
School Students ◽  
Validated Questionnaires

The purpose of this study was to investigate the relationships between students’ individual interest, achievement goals, perceived competence and situational interest, by using a cluster analysis in swimming. Three hundred and eighty-two secondary school students ( Mage  =  14.8, SD  =  0.9, 52.4% girls, aged 13–17) enrolled in swimming lessons during physical education classes participated in the study. They responded to validated questionnaires assessing their individual and situational interest, achievement goals and perceived competence in swimming. A cluster analysis was performed to examine students’ profiles in relation to their individual interest in swimming. Then, for each profile identified, correlations and multiple regression analyses were used to examine the relationships between students’ individual interest, achievement goals, perceived competence and situational interest. Four different students’ profiles were identified, which represented a continuum from a ‘Very low individual interest and triggering situational interest’ towards a ‘Well-developed individual interest and actualised situational interest’. Each profile was characterised by specific relationships between individual interest, achievement goals, perceived competence and situational interest. Referring to the model of interest development ( Hidi and Renninger, 2006 ), the four profiles identified were aligned with the four phases that represent the transition from students’ situational interest towards students’ individual interest.

scholarly journals “Why (Should) I Do Something for the Environment?” Profiles of Flemish Adolescents’ Motivation Toward the Environment

2018 ◽  
Vol 10 (7) ◽  
pp. 2579 ◽  
Author(s):  
Wanda Sass ◽  
Jelle Pauw ◽  
Vincent Donche ◽  
Peter Petegem
Keyword(s):  
Cluster Analysis ◽  
Factor Analysis ◽  
Secondary School ◽  
Secondary School Students ◽  
School Students ◽  
The North ◽  
Dutch Translation ◽  
Confirmatory Factor ◽  
Senior Secondary ◽  
Person Centered Approach

The Motivation Toward the Environment Scale (MTES), developed in Canada, measures people’s self-determined motivation for doing something for the environment. Answering the call by its original developers, this study further validated the MTES within a sample of 779 Dutch-speaking senior secondary school students, aged 17 to 19, in the north of Belgium. More specifically, reliability and construct validity of a Dutch translation of the MTES were verified. To this measure, confirmatory factor analysis was used, and the hypothesized simplex structure was tested through correlation analyses. Results confirmed the reliability of the MTES and a five-scale version of the MTES, excluding identified motivation, is introduced. This variable-centered approach was complemented by the adoption of a person-centered approach for identifying MTES profiles. Using cluster analysis, four meaningful MTES profiles emerged, with amotivation scoring medium to high in all but one. Theoretical implications of the findings and suggestions for interventions and further research are discussed.

Analysis of Motivational Profiles on Sportspersonship Orientations in Secondary School Physical Education Students: A Self-Determination Theory-Based Perspective

2020 ◽  
Vol 39 (4) ◽  
pp. 518-526 ◽  
Author(s):  
Rafael Burgueño ◽  
José Macarro-Moreno ◽  
Isabel Sánchez-Gallardo ◽  
María-Jesús Lirola ◽  
Jesús Medina-Casaubón
Keyword(s):  
Cluster Analysis ◽  
Multivariate Analysis ◽  
Physical Education ◽  
Secondary School ◽  
Analysis Of Variance ◽  
Secondary School Students ◽  
Multivariate Analysis Of Variance ◽  
School Students ◽  
Social Conventions ◽  
Motivational Profiles

Purpose: This research aimed to examine the possible difference of secondary school students’ motivational profiles on their sportsmanship orientation in physical education. Methods: The participants were 707 (53.61% men; Mage = 14.97, SDage = 1.58) secondary school students, who completed measures on their perception of behavioral regulation and sportsmanship orientation in physical education. A two-step cluster analysis was performed to explore the motivational profiles, and multivariate analysis of variance tests was conducted to examine differences on sportsmanship orientation among motivational profiles. Results: The cluster analysis identified four motivational profiles (controlled, amotivated, high motivational regulation, and autonomous). The multivariate analysis of variance tests found that the students in the four motivational profiles reported different levels in respect for social conventions, respect for rules and teachers, full commitment, and respect for classmates. Discussion/Conclusions: The motivational profiles provided a more comprehensive understanding of the motivational processes for each sportsmanship orientation in secondary school students in physical education.

3x2 Classroom Goal Structures, Motivational Regulations, Self-Concept, and Affectivity in Secondary School

2017 ◽  
Vol 20 ◽  
Author(s):  
Antonio Méndez-Giménez ◽  
José-Antonio Cecchini-Estrada ◽  
Javier Fernández-Río ◽  
José Antonio Prieto Saborit ◽  
David Méndez-Alonso
Keyword(s):  
Secondary School ◽  
Young Women ◽  
Secondary School Students ◽  
Self Determination ◽  
Self Concept ◽  
Hierarchical Regression ◽  
Regression Analyses ◽  
School Students ◽  
Goal Structures ◽  
And Task

AbstractThe main objective was to analyze relationships and predictive patterns between 3x2 classroom goal structures (CGS), and motivational regulations, dimensions of self-concept, and affectivity in the context of secondary education. A sample of 1,347 secondary school students (56.6% young men, 43.4% young women) from 10 different provinces of Spain agreed to participate (M age = 13.43, SD = 1.05). Hierarchical regression analyses indicated the self-approach CGS was the most adaptive within the spectrum of self-determination, followed by the task-approach CGS. The other-approach CGS had an ambivalent influence on motivation. Task-approach and self-approach CGS predicted academic self-concept (p < .01; p < .001, respectively; R2 = .134), and both along with other-approach CGS (negatively) predicted family self-concept (p < .05; p < .001; p < .01, respectively; R2 = .064). Physical self-concept was predicted by the task-approach and other-approach CGS’s (p < .05; p < .001, respectively; R2 = .078). Finally, positive affect was predicted by all three approach-oriented CGS’s (p < .001; R2 = .137), whereas negative affect was predicted by other-approach (positively) and self-approach (negatively) CGS (p < .001; p < .05, respectively; R2 = .028). These results expand the 3x2 achievement goal framework to include environmental factors, and reiterate that teachers should focus on raising levels of self- and task-based goals for students in their classes.

scholarly journals Internet Addiction in Chinese Adolescents in Hong Kong: Assessment, Profiles, and Psychosocial Correlates

2008 ◽  
Vol 8 ◽  
pp. 776-787 ◽  
Author(s):  
Daniel T. L. Shek ◽  
Vera M. Y. Tang ◽  
C. Y. Lo
Keyword(s):  
Logistic Regression ◽  
Hong Kong ◽  
Secondary School ◽  
Internet Addiction ◽  
Secondary School Students ◽  
Regression Analyses ◽  
School Students ◽  
On Line ◽  
Watching Tv ◽  
Primary And Secondary School

Internet addiction behavior was examined in 6,121 Chinese primary and secondary school students in Hong Kong based on the assessment frameworks of Ivan Goldberg and Kimberly Young. Results showed that scales derived from both frameworks (CIA-Goldberg Scale and CIA-Young Scale) were internally consistent and evidence supporting their validity was found. Descriptive statistical analyses revealed that roughly one-fifth of the respondents could be classified as Internet addicted based on either scale. Further analyses showed that Internet-addicted and -nonaddicted respondents differed in their Internet use and related behavior. Logistic regression analyses showed that engagement in certain on-line activities (such as playing on-line games and downloading software) and replacement of pastimes activities (such as watching TV and going out with friends) with Internet activities predicted a higher probability of Internet addiction.

scholarly journals Perceived Stress and Psychiatric Symptoms in Swedish Upper Secondary School Students

2016 ◽  
Vol 6 (2) ◽  
pp. 183 ◽  
Author(s):  
Frida Thorsen ◽  
Carl Antonson ◽  
Jan Sundquist ◽  
Kristina Sundquist
Keyword(s):  
Secondary School ◽  
Perceived Stress ◽  
Secondary School Students ◽  
Psychiatric Symptoms ◽  
Reference Sample ◽  
Upper Secondary School ◽  
School Students ◽  
Global Severity Index ◽  
Validated Questionnaires ◽  
Upper Secondary

<p><strong>Background:</strong> Previous studies in adolescents have rarely used validated questionnaires to assess stress and psychiatric symptoms. The first aim of this study, which was conducted in 2011, was to examine the prevalence and potential sex differences of perceived stress and psychiatric symptoms among Swedish upper secondary school students for comparison with Swedish reference populations from 1996 and 1998. The second aim was to examine the correlation between perceived stress and psychiatric symptoms in 2011. <strong>Methods:</strong> Perceived stress and psychiatric symptoms were measured in 194 Swedish students, aged 15-19 years, with the validated questionnaires Perceived Stress Scale (PSS-14) and Symptoms Checklist 90 (SCL-90). PSS-14 data were compared with data from the 1996 study. SCL-90 data were compared with a large Swedish reference sample from 1998. clinicaltrials.gov: NCT01457222. <strong>Results:</strong> Significantly higher PSS-14 scores (more stress) and Global Severity Index scores (from SCL-90) (more psychiatric symptoms) were found in both sexes compared with the reference groups. Although no sex difference was found in perceived stress, female students showed more psychiatric symptoms than male students. Perceived stress and psychiatric symptoms were well correlated (ρ=0.67). <strong>Conclusions:</strong> Using validated scales, this study shows that Swedish adolescents reported higher levels of perceived stress and psychiatric symptoms in 2011, in comparison with Swedish reference populations from 1996 and 1998. Girls reported more psychiatric symptoms than the boys. Future studies could examine which strategies are useful to help young people improve in coping with stress and to prevent associated psychiatric symptoms.</p>

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