Effect of Physical Education Teacher’s Teaching Behaviors and Feedback on Self-efficacy and Task Persistence for Middle School Students

This study investigated the relationships and mean-level changes of middle school students’ motivation (expectancy-related beliefs, task values, self-efficacy, and outcome expectancy) toward physical education over time, and how gender affected students’ motivation. Participants (N = 206) completed questionnaires over a 1-year period: once in the sixth and seventh grades and again in the seventh and eighth grades. Results yielded that self-efficacy and task values were positive predictors of students’ intention across cohorts. The mean levels of self-efficacy decreased over time for students in Cohort 1 (across sixth and seventh grades). However, results revealed a consistent decline in the mean levels of other motivational variables for both cohorts. No gender differences emerged for the variables. The findings are discussed in regard to the implications for educational practice, and future research areas are presented.

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The Effect of Emotional Leadership of Physical Education Teachers on Academic Self-Efficacy of Middle School Students

Teacher Education Research ◽

10.15812/ter.58.3.201909.279 ◽

2019 ◽

Vol 58 (3) ◽

pp. 279-290

Author(s):

추나영

Keyword(s):

Middle School ◽

Physical Education ◽

Middle School Students ◽

Self Efficacy ◽

Physical Education Teachers ◽

School Students ◽

Emotional Leadership ◽

Academic Self Efficacy

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The Role of Ability Beliefs and Incentives in Middle School Students’ Intention, Cardiovascular Fitness, and Effort

Journal of Teaching in Physical Education ◽

10.1123/jtpe.28.1.3 ◽

2009 ◽

Vol 28 (1) ◽

pp. 3-20 ◽

Cited By ~ 21

Author(s):

Zan Gao ◽

Ken R. Lodewyk ◽

Tao Zhang

Keyword(s):

Middle School ◽

Physical Education ◽

Middle School Students ◽

Self Efficacy ◽

Educational Practice ◽

Cardiovascular Fitness ◽

Physical Education Teachers ◽

School Students ◽

Relationship Of ◽

Ability Beliefs

This study uncovers the predictive relationship of middle school students’ ability beliefs (self-efficacy and expectancy-related beliefs) and incentives (outcome expectancy, importance, interest, and usefulness) to intention, cardiovascular fitness, and teacher-rated effort in physical education. Participants (N = 252; 118 boys, 134 girls) completed questionnaires assessing their ability beliefs, incentives, and intention for future participation in physical education, and then had their cardiovascular fitness assessed with the Progressive Aerobic Cardiovascular Endurance Run (PACER) test. Students’ effort in class was rated by their respective physical education teachers. Correlation analysis yielded significantly positive relationships between ability beliefs and incentives. Regression results revealed that ability beliefs, importance, interest, and usefulness significantly predicted intention for future participation. Ability beliefs also emerged as significant predictors of PACER test scores whereas self-efficacy was the only predictor of teacher-rated effort. Implications for educational practice are discussed.

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