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Journal ArticleDOI

A Theoretical Conceptualization for Motivation Research in Physical Education: An Integrated Perspective

01 Feb 2001-Quest (Taylor & Francis Group)-Vol. 53, Iss: 1, pp 35-58
TL;DR: In this paper, an integrated conceptual framework for future research is proposed to link motivation to specific achievement settings, to the physical education curriculum, and to the socioeconomic enviro-graph.
Abstract: This paper is intended to conceptualize motivation research in physical education from an integrated perspective in that the motivation research and its findings are situated in the dynamics of teaching and learning. Major motivation theories and research findings are reviewed, synthesized, and critiqued. The synthesis shows that a dominant number of motivation research studies have been baed on achievement goal theories. An emerging line of research relies on the theoretical framework of interest. In most studies, motivation is conceptualized as individual psychological dispositions rather than a process of learner-content interaction in the context defined by the curriculum. The synthesis also revealed that the Findings are limited because learning achievement was loosely or not at all defined in most investigations. An integrated conceptual framework for future research is proposed to link motivation to specific achievement settings, to the physical education curriculum, and to the socioeconomic enviro...

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Journal ArticleDOI
TL;DR: A study of U.S. schools was carried out over four years as discussed by the authors, where trained investigators went into more than 1,000 classrooms in 38 elementary and secondary schools in seven different sections of the United States.
Abstract: This is an account of the largest on-the-scene study of U.S. schools ever undertaken. Called A Study of Schooling' and carried on over 4 years, trained investigators went into more than 1,000 classrooms in 38 elementary and secondary schools in seven different sections of the United States. These schools were located in urban, rural, and suburban areas. The investigators talked to teachers, students, administrators, school board officials, parents, and other members of the community. The result is this landmark report, written by one of the country's most astute and experienced educators. His message is one of cautious optimism, despite the extensive problems uncovered, and he provides a realistic agenda for improvement. This report will be a rich and stimulating resource for all those concerned with the education of our youth.

896 citations

Journal ArticleDOI
TL;DR: In this paper, the influence of a sport education intervention program on students' motivational responses in a high school physical education setting was examined. And the results suggest that the sport education curriculum may increase perceptions of a task-involving climate and perceived autonomy, and in so doing, enhance the motivation of high school students toward physical education.
Abstract: This study looked at the influence of a Sport Education intervention program on students’ motivational responses in a high school physical education setting. Two intact groups were assigned curricular interventions: the Sport Education group (n = 25), which received eight 60-min lessons, and the comparison group (n = 26), which received a traditional teaching approach to sportbased activity. Pre- and postintervention measures of student enjoyment, perceived effort, perceived competence, goal orientations, perceived motivational climate, and perceived autonomy were obtained for both groups. Repeatedmeasures ANOVAs showed significant increases in student enjoyment and perceived effort in the Sport Education group only. Hierarchical regression analyses revealed that increases in task-involving climate and perceived autonomy explained a significant amount of unique variance in the Sport Education students’ postintervention enjoyment, perceived effort, and perceived competence responses. The results suggest that the Sport Education curriculum may increase perceptions of a task-involving climate and perceived autonomy, and in so doing, enhance the motivation of high school students toward physical education.

294 citations


Cites background from "A Theoretical Conceptualization for..."

  • ...Those using this perspective are concerned with reasons for motivated behavior (Chen, 2001)....

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  • ...In the educational domain, research on motivation is mainly concerned with how personal and environmental factors involved in the teaching/ learning process energize and direct student learning and achievement (Chen, 2001)....

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  • ...Key Words: curriculum programs, motivational climate, high school students Motivation has been viewed as a key factor influencing student learning outcomes (Chen, 2001)....

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  • ...Motivation has been viewed as a key factor influencing student learning outcomes (Chen, 2001). From a cognitive perspective, Pintrich and Schunk (1996) have defined motivation as the process in which a goal-directed activity is instigated and sustained....

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  • ...Motivation has been viewed as a key factor influencing student learning outcomes (Chen, 2001)....

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Journal ArticleDOI
TL;DR: In this paper, the authors provide an in-depth account of amotivation in compulsory school physical education by examining its major causes, the way it is displayed, and how it can be tackled.
Abstract: The purpose of this study was to provide an in-depth account of amotivation in compulsory school physical education by examining its major causes, the way it is displayed, and how it can be tackled. From an initial participant pool of 390 British schoolchildren ages 14 to 15 years, 21 of them (15 girls and 6 boys) were selected to participate in semi-structured interviews. They were categorized as being amotivated based on their responses to a questionnaire measuring motivation in physical education. Three main perceived causes of amotivation were identified in the interviews: learned helplessness beliefs, low need satisfaction, and contextual factors. Amotivation was mainly displayed by nonattendance, low involvement in the class, and low intention to be physically active after leaving school. Students’ suggestions for reducing amotivation focused on the enhancement of positive affect, need satisfaction, and structural/organizational changes. The findings are discussed in conjunction with contemporary motivation theories and models of amotivation.

212 citations


Cites background from "A Theoretical Conceptualization for..."

  • ...Past research has also shown that lack of autonomy is associated with dissatisfaction and amotivation in PE (Chen, 2001; Coakley & White, 1992; Ntoumanis, 2002)....

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Journal ArticleDOI
TL;DR: In this article, the authors examined the relationship between achievement goals and social goals and explored how students' achievement goals might affect their reported persistence and effort expended toward physical education in high school settings.
Abstract: This study examined the relationship between achievement goals and social goals and explored how students’ achievement goals and social goals might affect their reported persistence and effort expended toward physical education in high school settings. Participants were 544 students from two high schools in the southwest U.S. Multiple regression analysis revealed that social responsibility goals represented the greatest contributor to students’ expenditure of persistence and effort toward physical education. This was followed by mastery-approach goals, mastery-avoidance goals, and performance-approach goals. In addition, girls reported significantly higher values on both social-relationship goals and responsibility goals than did boys. Findings revealed that students had multiple goals for wanting to succeed in physical education; using both achievement goals and social goals when studying student motivation and achievement in high school physical education settings is recommend.

159 citations


Cites background from "A Theoretical Conceptualization for..."

  • ...As Xiang, Chen, and Bruene (2005) pointed out, “The success or failure of curriculum reform might be dependent, in part, on the extent to which children are motivated to actively participate in learning tasks in physical education classes” (p....

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  • ...Currently, the dominant theoretical framework guiding research on motivation in both classroom and physical activity settings is achievement goal theory (Chen, 2001)....

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Journal ArticleDOI
TL;DR: Results indicated the students improved their run but became less motivated about running while participating in a year-long running program, providing strong empirical evidence that expectancy beliefs and interest are essential to children's motivation in elementary physical education.
Abstract: Achievement goal theory and the expectancy-value model of achievement choice were used to examine fourth-grade students' motivational changes in an elementary physical education running program. In fall and spring of the school year, participants (N = 113; 66 boys, 47 girls) completed questionnaires assessing achievement goals, expectancy beliefs, subjective task values, and intention for future running participation. They also completed a timed 1-mile (1.6 km) run. The number of laps they ran/walked during the school year was used to assess students' persistence/effort. Results indicated the students improved their run but became less motivated about running while participating in a year-long running program. Children's beliefs about how good they were in the running program (i.e., expectancy beliefs) and their perceptions of how interesting and fun it was (i.e., interest) emerged as the strongest positive predictors of their motivation for running over time. These findings provide strong empirical evide...

129 citations


Cites background from "A Theoretical Conceptualization for..."

  • ...Researchers (see Chen, 2001) in physical education have focused primarily on two major goal types: (a) task-involved, which focus on developing one’s competence through learning and task mastery, (b) and ego-involved, which focus on demonstrating one’s superiority over others....

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References
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Book
01 Jan 1997
TL;DR: SelfSelf-Efficacy (SE) as discussed by the authors is a well-known concept in human behavior, which is defined as "belief in one's capabilities to organize and execute the courses of action required to produce given attainments".
Abstract: Albert Bandura and the Exercise of Self-Efficacy Self-Efficacy: The Exercise of Control Albert Bandura. New York: W. H. Freeman (www.whfreeman.com). 1997, 604 pp., $46.00 (hardcover). Enter the term "self-efficacy" in the on-line PSYCLIT database and you will find over 2500 articles, all of which stem from the seminal contributions of Albert Bandura. It is difficult to do justice to the immense importance of this research for our theories, our practice, and indeed for human welfare. Self-efficacy (SE) has proven to be a fruitful construct in spheres ranging from phobias (Bandura, Jeffery, & Gajdos, 1975) and depression (Holahan & Holahan, 1987) to career choice behavior (Betz & Hackett, 1986) and managerial functioning (Jenkins, 1994). Bandura's Self-Efficacy: The Exercise of Control is the best attempt so far at organizing, summarizing, and distilling meaning from this vast and diverse literature. Self-Efficacy may prove to be Bandura's magnum opus. Dr. Bandura has done an impressive job of summarizing over 1800 studies and papers, integrating these results into a coherent framework, and detailing implications for theory and practice. While incorporating prior works such as Social Learning Theory (Bandura, 1977) and "Self-efficacy mechanism in human agency" (Bandura, 1982), Self-Efficacy extends these works by describing results of diverse new research, clarifying and extending social cognitive theory, and fleshing out implications of the theory for groups, organizations, political bodies, and societies. Along the way, Dr. Bandura masterfully contrasts social cognitive theory with many other theories of human behavior and helps chart a course for future research. Throughout, B andura' s clear, firm, and self-confident writing serves as the perfect vehicle for the theory he espouses. Self-Efficacy begins with the most detailed and clear explication of social cognitive theory that I have yet seen, and proceeds to delineate the nature and sources of SE, the well-known processes via which SE mediates human behavior, and the development of SE over the life span. After laying this theoretical groundwork, subsequent chapters delineate the relevance of SE to human endeavor in a variety of specific content areas including cognitive and intellectual functioning; health; clinical problems including anxiety, phobias, depression, eating disorders, alcohol problems, and drug abuse; athletics and exercise activity; organizations; politics; and societal change. In Bandura's words, "Perceived self-efficacy refers to beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments" (p. 3). People's SE beliefs have a greater effect on their motivation, emotions, and actions than what is objectively true (e.g., actual skill level). Therefore, SE beliefs are immensely important in choice of behaviors (including occupations, social relationships, and a host of day-to-day behaviors), effort expenditure, perseverance in pursuit of goals, resilience to setbacks and problems, stress level and affect, and indeed in our ways of thinking about ourselves and others. Bandura affirms many times that humans are proactive and free as well as determined: They are "at least partial architects of their own destinies" (p. 8). Because SE beliefs powerfully affect human behaviors, they are a key factor in human purposive activity or agency; that is, in human freedom. Because humans shape their environment even as they are shaped by it, SE beliefs are also pivotal in the construction of our social and physical environments. Bandura details over two decades of research confirming that SE is modifiable via mastery experiences, vicarious learning, verbal persuasion, and interpretation of physiological states, and that modified SE strongly and consistently predicts outcomes. SE beliefs, then, are central to human self-determination. STRENGTHS One major strength of Self-Efficacy is Bandura's ability to deftly dance from forest to trees and back again to forest, using specific, human examples and concrete situations to highlight his major theoretical premises, to which he then returns. …

46,839 citations

Book
01 Aug 1975
TL;DR: This chapter discusses the development of Causality Orientations Theory, a theory of personality Influences on Motivation, and its application in information-Processing Theories.
Abstract: I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.

21,337 citations

Book
01 Jan 1954
TL;DR: Perspectives on Sexuality Sex Research - an Overview Part 1.
Abstract: Perspectives on Sexuality Sex Research - an Overview Part 1. Biological Perspectives: Sexual Anatomy 1. Sexual Physiology 2. Human Reproduction 3. Birth Control 4. Abortion Part 2. Developmental Perspectives: Childhood Sexuality 5. Adolescent Sexuality 6. Adult Sexuality 7. Gender Roles Part 3. Psychological Perspectives: Loving and Being Loved 8. Intimacy and Communication Skills 9. Enhancing your Sexual Relationships 10. Sexual Orientation 11. Sexual Behaviour 12. Sexual Variations 13. Coercive Sex - the Varieties of Sexual Assault Part 4. Sexual Health Perspectives: Sexually Transmitted Diseases and Sexual Infections 14. HIV Infection and AIDS 15. Sexual Dysfunctions and Sex Therapy 16. Sexual Disorders and Sexual Health Part 5 Cultural Perspectives: Sex and the Law 17. Religious and Ethical Perspectives and Sexuality

21,163 citations

Book
01 Jan 1990

12,284 citations