An Analysis of Mechanisms Underlying Social Goals in Physical Education: A Comparison between Ordinary and Special Classes

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Autor/inn/en	Girard, Stéphanie; Lemoyne, Jean; Blais, Dominique; St-Amand, Jérôme
Titel	An Analysis of Mechanisms Underlying Social Goals in Physical Education: A Comparison between Ordinary and Special Classes
Quelle	In: Physical Education and Sport Pedagogy, 27 (2022) 3, S.320-337 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Girard, Stéphanie) ORCID (Lemoyne, Jean)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2021.1879767
Schlagwörter	Physical Education; Social Development; Adolescents; Physical Activities; Athletics; High School Students; Public Schools; Special Education; General Education; Foreign Countries; Student Motivation; Student Attitudes; Psychological Patterns; Personal Autonomy; Relevance (Education); Skill Development; Performance; Recognition (Achievement); Self Determination; Goal Orientation; Canada + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Soziale Entwicklung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Leichtathletik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; Special needs education; Sonderpädagogik; Sonderschulwesen; Allgemein bildendes Schulwesen; Allgemeinbildung; Ausland; Schulische Motivation; Schülerverhalten; Individuelle Autonomie; Relevance; Relevanz; Kompetenzentwicklung; Qualifikationsentwicklung; Achievement; Leistung; Soziale Anerkennung; Selbstbestimmung; Zielorientierung; Zielvorstellung; Kanada
Abstract	Background: The effect of basic needs and motivational climate has been widely examined in recent years in the field of achievement motivation. Nevertheless, recent studies indicate the need to consider students' (with or without special needs) social goals (e.g. affiliation, recognition, status and responsibility goals) in order to achieve a better understanding of teenagers' motivation to engage in physical activities such as physical education (PE) and sports. The study aimed to test a theoretical model combining concepts of three motivational theories and to verify if the model varies according to students' type of class (ordinary or special). Methods: This correlational study was conducted in four public high schools in the province of Quebec (Canada). A sample of 277 students aged 13-16 years (Mage = 13.55, SD = 0.89, boys = 61.2%) from regular (50.2%) and special education (49.8%) classes completed a questionnaire that assessed five constructs: basic psychological needs, perceived motivational climate, social goals in PE, and overall attitudes towards PE and physical activity (PA) using self-reported questionnaires. Path analyses and invariance testing were performed to verify the presence of class-type differences. Results: In contrast to students from regular classes, those from special classes reported higher autonomy and relatedness in PE. These students also perceived a lower mastery climate and a higher performance climate, and they reported pursuing more recognition and status goals. Results partially supported our theoretical model: motivational climate [right arrow] need satisfaction [right arrow] social goals [right arrow] attitudes. In addition to the expected relationships, positive paths were significant between dimensions of the motivational climate and students' adoption of social goals (mastery climate [right arrow] responsibility and affiliation goals; performance climate [right arrow] recognition and status goals; relatedness-support [right arrow] affiliation goals) and attitudes (mastery climate [right arrow] PE attitudes), and between need satisfaction and students' goals (autonomy [right arrow] status goal) and attitudes (competence [right arrow] PE and PA attitudes). The final model was invariant across groups, except for the relationship between students' need for autonomy and their adoption of social affiliation goals. In fact, this relationship was positive and significant only for students from special classes. Conclusions: The research sheds light on the mechanisms underlying social goals, while emphasizing the importance of promoting a motivational climate that fulfils students' basic psychological needs in both regular and special PE classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01