Motivational Profiles and Their Associations with Achievement Outcomes

Autor/inn/en	Shen, Bo; McCaughtry, Nate; Martin, Jeffrey J.; Fahlman, Mariane M.
Titel	Motivational Profiles and Their Associations with Achievement Outcomes
Quelle	In: Journal of Teaching in Physical Education, 28 (2009) 4, S.441-460 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Physical Education; Physical Activities; Physical Fitness; Student Motivation; Questionnaires; Multivariate Analysis; Profiles; Organizations (Groups); Middle School Students; Early Adolescents; Urban Schools; Leisure Time; Student Behavior; Knowledge Level; Self Determination; Theories; Grade 7; Grade 8; Exercise + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Leistungsfähigkeit; Schulische Motivation; Fragebogen; Multivariate Analyse; Charakterisierung; Profilanalyse; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Freizeit; Student behaviour; Schülerverhalten; Wissensbasis; Selbstbestimmung; Theory; Theorie; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Übung
Abstract	With the belief that theoretical integration in motivation may help us better understand motivational behavior, we designed this study to explore adolescents' motivational profiles and their associations with knowledge acquisition, leisure-time exercise behaviors, and cardiorespiratory fitness. Middle school students from a large urban inner-city school district (N = 603, ages 12-14) completed questionnaires assessing motivational constructs and leisure-time exercise behavior. Knowledge and cardiorespiratory fitness were also assessed with a knowledge test and the Progressive Aerobic Cardiovascular Endurance Run (PACER) test, respectively. Using hierarchical cluster analysis, we found that students' motivation in physical education could be explained from a multi-theoretical perspective. The interactive patterns among different motivation constructs were homogeneous overall and associated with in-class effort, knowledge, and leisure-time exercise behavior. These findings suggest that students' development in physical education may depend upon a collective impact of changes in knowledge, physical activity ability, and sources of motivation. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10