Effect of Teacher’s Care on Intrinsic Motivation and Learning Attitude of Middle School Students in Physical Education Classes

2020 ◽  
Vol 20 (17) ◽  
pp. 67-86
Author(s):  
In-Soo Nam
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Intrinsic Motivation ◽  
School Students ◽  
Learning Attitude ◽  
Motivation And Learning

scholarly journals Causal Model of Participation, Perceived Enjoyment and Learning Attitudes in “the 0th Period Physical Education Class” of Middle Schools in South Korea

2021 ◽  
Vol 18 (14) ◽  
pp. 7668
Author(s):  
Wonjae Jeon ◽  
Chanwoo Ahn ◽  
Heonsu Gwon
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Physical Activities ◽  
Physical Education Class ◽  
School Students ◽  
Learning Attitude ◽  
Learning Attitudes ◽  
Education Class ◽  
Perceived Enjoyment

This study aims to establish the basis for the institutional implementation of the 0th period physical education class to promote the health and academic performance of Korean teenagers. To achieve this goal, this study determined the impact of middle school students’ participation in physical activities during the 0th period on perceived enjoyment and learning attitude. To examine the model, 282 questionnaires were collected from middle school students in a metropolitan city in South Korea. The samples were obtained using the convenience sampling method, and correlation analysis and structural equation modeling were performed using SPSS 21.0 and Amos 21.0. The findings are as follows: first, the participation of middle school students in physical activities during the 0th period had a statistically significant effect on perceived enjoyment. Second, perceived enjoyment had no statistically significant effect on learning attitude. Third, participation was shown to have a significant effect on learning attitudes. These findings supported the academic basis for the implementation of the 0th period physical education class for middle school students and application of practical measures to encourage their participation.

Relationships between Perceived Learning Environment and Intrinsic Motivation in Middle School Physical Education

1996 ◽  
Vol 15 (3) ◽  
pp. 369-383 ◽  
Author(s):  
Stephen A. Mitchell
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Learning Environment ◽  
Intrinsic Motivation ◽  
Student Perceptions ◽  
Perceived Control ◽  
Perceived Threat ◽  
School Students ◽  
Perceived Challenge

In this article, a study focusing on the perceptions and motivations of middle school students in physical education classes is described. The Physical Education Learning Environment Scale (PELES) was developed to measure student perceptions of learning environment, or class climate, in physical education on dimensions of perceived challenge, perceived threat to sense of self, perceived competitiveness, and perceived control. The PELES was administered, together with the Intrinsic Motivation Inventory (IMI) to a sample (N = 622) of middle school students. Exploratory factor analyses provided evidence of adequate construct validity for the PELES, following elimination of the perceived control subscale. Multiple regression analyses indicated that perceived threat and perceived challenge predicted intrinsic motivation for both males and females. These findings are discussed in terms of their implications for practicing teachers and for future research.

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