Konstantinos Bagiatis

TL;DR: In this paper, the authors developed an instrument to measure employee's job satisfaction in Greece using Structural Equation Modeling Analysis (EQS) and Factor Analysis (FA).

TL;DR: This article examined attitudes and intentions of physical education students toward teaching individuals with disabilities and found that perceived behavioral control was not a direct determinant of intention but affected the attitude strength variable, while the role identity and attitude strength variables mediated the effects of subjective norms and attitudes toward behavior on intention.

Abstract: The aim of the present study was to examine the relations of students’ intrinsic motivation in physical education lessons with factors such as perceived locus of causality, perceived competence and outcome expectancies. Five hundred sixteen students of grades 7–12 participated in the study. The students were randomly selected from three schools located in a medium sized town in Greece. Perceived locus of causality was examined using Ryan and Connell’s (1989) motivational orientation scales, while intrinsic motivation was assessed by means of the Intrinsic Motivation Inventory (Ryan, 1982). Outcome expectancies for ten possible outcomes of school physical education were assessed by means of two different scales, namely outcome evaluation and outcome likelihood. Causal modelling analysis showed that intrinsic motivation was mainly influenced by perceived usefulness which in turned was influenced by outcome expectations. Moreover, outcome expectations also influenced perceived locus of causality. These results show that students’ outcome expectancies for their participation in school physical education is an important factor influencing their intrinsic motivation.

TL;DR: Analysis showed that students in after-school sports exhibited a more positive motivational pattern regarding physical education with intrinsic motivation, outcome expectancies, and perceived competence making unique contributions to the overall difference.

TL;DR: In this article, the authors examined attitudes and intentions of physical education students toward teaching individuals with disabilities and found that the role identity and attitude strength variables mediated the effects of subjective norms and attitudes toward behavior on intention, while perceived behavioral control was not a direct determinant of intention but affected attitude strength variable.