Background. It is widely acknowledged that Physical Education (PE) can play a potentially important role in enhancing public health by creating positive attitudes toward exercise and by promoting health-related fitness programmes. However, these initiatives will have limited success if students are not motivated to participate actively in their PE lessons. Aim. A sequence of motivational processes, proposed by Vallerand (1997), was tested in this study. The sequence has the formsocial factors !psycho- logical mediators !types of motivation !consequences'. Sample. Participants were 424 British students aged 14± 16 years from Northwest England. Method. Questionnaires were used to measure cooperative learning, self- referenced improvement, and choice of tasks (social factors), perceived competence, autonomy, and relatedness (psychological mediators), intrinsic motivation, identification, introjection, external regulation, and amotivation (types of motivation), and boredom, effort, and future intention to exercise (consequences). Results. A SEM analysis showed that perceived competence was the major psychological mediator. Intrinsic motivation was related to positive con- sequences, whereas external regulation and amotivation were predictors of negative consequences. A multisample analysis indicated that the model was largely invariant across gender. Conclusions. The findings underline the importance of perceived competence and intrinsic motivation in compulsory PE.

A self-determination approach to the understanding of motivation in physical education

Assessing the motivational responses of 328 secondary school students, this study examined a model of student motivation in physical education that incorporated constructs from achievement goal and self-determination theories. The focus was on the prediction of students' intention to partake in physical activity outside of physical education. Structural equation modeling analysis supported a model in which an autonomy-supportive climate, and to a lesser extent perceptions of a mastery climate, positively impacted hypothesized mediating variables (i.e., autonomy, competence, relatedness) to foster self-determined motivation. Self-determined motivation was found to positively predict, whereas amotivation was a negative predictor of leisure-time physical activity intentions.

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A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions.

In the last two decades, goal orientation theory has become an important perspective in the field of achievement motivation, and particularly in academic motivation. However, as research in the theory has proliferated, the use of multiple methods to assess goal orientations seems to have contributed to theoretical vagueness, especially with regard to the origin, development, and stability of these orientations. This review article starts with a critique of methods used in goal orientation research. The article then suggests six possible theoretical models of goal orientations that seem to be suggested by the literature, including the perspectives of goal orientations as emerging from: situation-schemas, self-schemas, self-prime, needs, values, and situated meaning-making processes. The article concludes with pointing to convergent findings, implications for practice, and persisting as well as emerging issues for future research.

The Contributions and Prospects of Goal Orientation Theory.

The purpose of this study was to test a motivational model of sport dropout that integrates the 4 stage-causal sequence proposed by the Hierarchical Model of Vallerand (1997) and elements from achievement goal theory (Nicholls, 1989). The model posits that a task involving motivational climate facilitates, while an ego-involving climate undermines, perceptions of competence, autonomy, and relatedness. In turn, feeling incompetent, non autonomous, and unrelated to others undermines self-determined motivation toward handball which leads to the intention of dropping out of handball. Finally, such intentions are implemented later on. Three-hundred and thirty-five females handballers completed a motivation questionnaire and were followed for 21-months. Results from structural equation modeling analyses provided basic support for the model. Findings are discussed in light of their theoretical and applied implications.

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Motivation and dropout in female handballers: a 21‐month prospective study

Purpose A meta-analysis of studies integrating the theory of planned behaviour (TPB) and self-determination theory (SDT) in health contexts is presented. The analysis aimed to provide cumulative empirical support for a motivational sequence in which self-determined motivation from SDT predicts the proximal predictors of intentions and behaviour from the TPB.

Methods A literature search identified 36 integrated studies providing 45 tests of effects between TPB and SDT variables. Hunter and Schmidt's (1994) methods of meta-analysis were used to correct the effect sizes across the studies for statistical artifacts. Age (old versus young), publication status (published versus unpublished), study design (correlational versus experimental/intervention), and behaviour type (physical activity versus other health-related behaviours) were evaluated as moderators of the effects. A path-analysis using the meta-analytically derived correlations was conducted to examine the proposed motivational sequence.

Results Statistically significant corrected correlations were evident among the perceived autonomy support and self-determined motivation constructs from SDT and the attitude, subjective norms, perceived behavioural control, intention, and health-related behaviour constructs from the TPB. Only six of the 28 effect sizes were moderated by the proposed moderators. Path analysis revealed that the significant effects of self-determined motivation on intentions and behaviour were partially mediated by the proximal predictors from the TPB.

Conclusions Evidence from this synthesis supported the theoretical integration and proposed motivational sequence. Results are discussed with reference to the complementary aspects of the TPB and SDT and the need for integrated experimental or intervention studies on a broader range of health behaviours.

Integrating the theory of planned behaviour and self-determination theory in health behaviour: A meta-analysis

This study assessed the influence of individual and contextual factors on adolescent girls' interest in school physical education (PE). Specifically, girls (N = 700) were assessed on: (1) perceptions of their PE class climate, using the Perceived Motivational Climate Scale (Cury et al, 1994); (2) dispositional achievement goal orientations, using the French version of the Perception of Success Questionnaire (Durand et al, in press); and (3) the interest and competence subscales from the French version of the Intrinsic Motivation Inventory (Cury et al, 1994). Structural equation modelling analysis, using LISREL VII, showed an excellent fit with the hypothesized model. Specifically, situational class climate was found to be more important than individual goals in influencing pupil interest in PE. However, perceived competence also influenced interest, as did a mastery goal orientation. Results are discussed in the context of theoretical propositions of goal perspectives theory and practical issues of enhancing adolescent girls' interest in physical education.

/pdf/personal-and-situational-factors-influencing-intrinsic-2s6a8wxo5g.pdf

Personal and situational factors influencing intrinsic interest of adolescent girls in school physical education: A structural equation modelling analysis.

https://hal.archives-ouvertes.fr/hal-00388564/document

Explanatory style and resilience after sports failure

Motivational research in the classroom has adopted a social cognitive perspective but has mainly been restricted to the study of individual achievement cognitions. In addition to this, there is a need to study and assess the perception children have of the class climate. Using social cognitive theory as a base, this research reports the development of class climate scales in French and English for use in physical education classes. Psychometric development with the French scale was shown to be satisfactory, including adequate factorial structure assessed by exploratory and confirmatory factor analysis (CFA), and good internal and test-retest reliability. A parallel English scale demonstrated a less adequate fit to the proposed model when using CFA, but shortened scales assessing just mastery and performance dimensions of climate were shown to predict important motivational measures in a structural equation modelling analysis.

https://hal.archives-ouvertes.fr/hal-00387222/document

Development of scales to measure perceived physical education class climate: a cross‐national project

Summary: This investigation is a French validation of the Self-Description Questionnaire (SDQ) II, an instru- ment derived from the Marsh and Shavelson model and designed to measure adolescent self-concept. Previous theoretical and methodological considerations in SDQ research provided guidelines for the instrument "within- construct" validity. 480 students completed the questionnaire. Reliability and confirmatory factor analyses were used to demonstrate support for the good psychometric properties, the well-defined 11 facets of the multidimen- sional self-concept, the two remarkably distinct higher order academic areas, and the weak hierarchical ordering. Third-order HCFA models resulted in a hierarchical general self-concept modestly related to most nonacademic self-concepts and rather weakly to academic self-concepts. The present research strongly supports the multifac- eted nature of self-concept, but cannot supply clear evidence for the usefulness of hierarchical representations of adolescent self-concept.

http://f3.quomodo.com/78D73CA0/uploads/40/ConstructValidation2003.pdf

Construct validation of the self-description questionnaire ii with a French sample

Examined the validity and reliability of a French short version of the Bem Sex-Role Inventory (S. Bem, 1974, BSRI) for adolescents, and the organization of gender-related self-schemata. Four studies involving 1,204 adolescents (average ages 14.91, 15.60, and 15.38 yrs) residing in France were carried out to translate BSRI items and evaluate their clarity; assess concurrent validity, construct validity, and reliability; and analyze the psychological construct correlates and produce statistical norms. Results show a positive linkage between masculinity and sports practice on the 1 hand, and self-esteem on the other. Femininity was negatively linked to self-esteem and sports practice. Factor analysis confirmed correlations between gathered data and theoretical constructs. There was a general lack of connection between the subscales. The questionnaire demonstrated sufficient internal consistency and test-retest reliability.

https://hal.archives-ouvertes.fr/hal-00387229/document

Jean-Pierre Famose

Papers

Personal and situational factors influencing intrinsic interest of adolescent girls in school physical education: A structural equation modelling analysis.

Explanatory style and resilience after sports failure

Development of scales to measure perceived physical education class climate: a cross‐national project

Construct validation of the self-description questionnaire ii with a French sample

The bem Sex-Role inventory : Validation of a short version for french teenagers