Self-Regulated Learning in Physical Education: An Analysis of Perceived Teacher Learning Support and Perceived Motivational Climate as Context Dependent Predictors in Upper Secondary School

Autor/inn/en	Laxdal, Aron; Mjåtveit, Atle; Leibinger, Eva; Haugen, Tommy; Giske, Rune
Titel	Self-Regulated Learning in Physical Education: An Analysis of Perceived Teacher Learning Support and Perceived Motivational Climate as Context Dependent Predictors in Upper Secondary School
Quelle	In: Scandinavian Journal of Educational Research, 64 (2020) 7, S.1120-1132 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Laxdal, Aron)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2019.1689164
Schlagwörter	Self Management; Physical Education; Context Effect; Predictor Variables; High School Students; Student Attitudes; Teacher Student Relationship; Formative Evaluation; Self Concept; Educational Environment; Learning Strategies; Questionnaires; Student Motivation; Goal Orientation; Foreign Countries; Norway; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Selbstmanagement; Körpererziehung; Sportunterricht; Prädiktor; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstkonzept; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Schulische Motivation; Zielorientierung; Zielvorstellung; Ausland; Norwegen
Abstract	The aim of this cross-sectional study was to investigate the relationship between teacher learning support, motivational climate and self-regulated learning in upper-secondary school physical education. A sample consisting of 554 upper secondary school students from Norway (M[subscript age] = 17.05, SD = 0.91) answered a survey pertaining to their everyday experiences in physical education. A multiple regression based structural equation model indicated that teacher learning support, ego-involving motivational climate and task-involving motivational climate were all significant positive predictors of self-regulated learning, with teacher learning support emerging as the most prominent predictor. These results add to the cumulative knowledge that exists on the relationship between teacher dependent environmental factors and individual behavior within the physical education context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01