A Theoretical Conceptualization for Motivation Research in Physical Education: An Integrated Perspective
TLDR
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...read more
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Contextual and situational motivation in education: a test of the specificity hypothesis
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Goal orientation and intrinsic motivation for physical education: does perceived competence matter?
TL;DR: In this article, the authors examined the relationship between perceived competence, intrinsic motivation and goal orientation in children regularly attending physical education classes and studied the differences between boys and girls of different ages in this respect.
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TL;DR: An exemplary elementary physical education curriculum for coherence components was examined, and Comparisons with Beane's coherence criteria suggested that students valued Scooter City based on concrete connections to their lived experiences.
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The Influence of State Motivation, Content Relevance and Affective Learning on High School Students' Intentions to Use Class Content Following Completion of Compulsory Physical Education
TL;DR: In this article, a model was proposed to examine mechanisms leading to the utilization of compulsory physical education content in future contexts, in which motivation to be in physical education class functions as a predisposition in influencing perceptions of teacher communication of content relevance, perceptions of course relevance to one's personal life, affect for physical education and intentions to apply class content in the future.
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Edward L. Deci,Richard M. Ryan +1 more
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