The Relationship Between Students’ Perception of Subject Interest in Physical Education Class and Academic Engagement and Effort

2017 ◽  
Vol 26 (1) ◽  
pp. 723-736
Author(s):  
Hong-Sik Cho
Keyword(s):  
Physical Education ◽  
Academic Engagement ◽  
Physical Education Class ◽  
Education Class ◽  
The Relationship

scholarly journals Goals and Their Associations with Beliefs about Success in and Perceptions of the Purposes of Physical Education

1995 ◽  
Vol 14 (2) ◽  
pp. 140-156 ◽  
Author(s):  
Mary D. Walling ◽  
Joan L. Duda
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Goal Orientation ◽  
Task Orientation ◽  
Physical Education Class ◽  
School Students ◽  
Know How ◽  
Education Class ◽  
Relationship Of ◽  
The Relationship

This study examined the relationship of students’ goal orientation to their beliefs about what leads to success in physical education and perceptions of the purposes of physical education. High school students (N = 144,78 females and 66 males) completed a modified version of the Task and Ego Orientation in Sport Questionnaire and measures of beliefs and perceived purposes specific to physical education class. Results indicated that students high in task orientation were significantly more likely to believe that success is achieved through intrinsic interest/effort/cooperation than were those low in task orientation. High ego-oriented students believed that success is achieved when students possess high ability more so than low ego-oriented students. The high task/low ego students were most likely to reject the notion that success in physical education occurs when students know how to use deceptive tactics and were less likely to perceive that an important function of physical education is to provide an easy class.

Intraindividual Variability of Self-Evaluations in the Physical Domain: Prevalence, Consequences, and Antecedents

2001 ◽  
Vol 23 (3) ◽  
pp. 222-244 ◽  
Author(s):  
Anthony J. Amorose
Keyword(s):  
Physical Education ◽  
Intraindividual Variability ◽  
Physical Domain ◽  
Physical Education Class ◽  
Short Term ◽  
Physical Competence ◽  
Education Class ◽  
Important Index ◽  
Self Worth ◽  
The Relationship

This study examined: (a) the prevalence of intraindividual variability (i.e., the degree to which individuals exhibit short-term fluctuations in their self-evaluations) of global self-worth, physical self-worth, and perceived physical competence; (b) the independent and combined influence of level and intraindividual variability of self-evaluations on students’ motivation; and (c) the relationship between social sources of evaluative information and intraindividual variability. Students (N = 167) ranging from 12 to 15 years of age (M = 13.48 yrs, SD = .56) completed questionnaires each day that they were in physical education class for 3 weeks (i.e., 6 occasions). Results revealed that most of the students exhibited fluctuations in their self-evaluations over the 3 weeks. Level of self-evaluations was the critical predictor of motivation; however, an interaction with intraindividual variability was also significant. Nonsignificant relationships were found between intraindividual variability and the importance that students placed on social sources of evaluative information. Overall, results indicated that intraindividual variability should be considered along with level as an important index of one’s self-perception profile.

scholarly journals The relationship between the teacher's initiative and formative evaluation in physical education class

2000 ◽  
Vol 20 (1) ◽  
pp. 19-30
Author(s):  
Satoshi YOSHINO ◽  
Toshihiko MOTOZUKA ◽  
Yoshinori OKAZAWA ◽  
Tsuneaki HAYASHI ◽  
Takeo TAKAHASHI
Keyword(s):  
Physical Education ◽  
Formative Evaluation ◽  
Physical Education Class ◽  
Education Class ◽  
The Relationship
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