Literaturnachweis - Detailanzeige
| Autor/inn/en | Simonton, Kelly L.; Garn, Alex C.; Washburn, Nicholas |
|---|---|
| Titel | Caring Climate, Emotions, and Engagement in High School Physical Education |
| Quelle | In: Journal of Teaching in Physical Education, 41 (2022) 3, S.401-410 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0273-5024 |
| Schlagwörter | High School Students; Physical Education; Learner Engagement; Emotional Experience; Classroom Environment; Caring; Student Experience; Emotional Response; Psychological Patterns |
| Abstract | Purpose: This study evaluated relationships among students' views of the caring climate, emotions, and engagement in high school physical education (PE) classes utilizing Control-Value Theory of Achievement Emotions. Method: Structural education modeling tested the direct and mediating roles of the caring climate and emotions on engagement in high school PE students (N = 638). Results: The caring climate predicted enjoyment ([beta] = 0.45), boredom ([beta] = -0.44), and shame ([beta] = -0.31), while enjoyment ([beta] = 0.71) and shame ([beta] = 0.12) predicted student engagement, supporting Control-Value Theory of Achievement Emotions assumptions. However, caring climate also predicted student engagement directly, aligning with study hypotheses. Discussion/Conclusion: The findings suggest that a caring climate relates to student emotions and engagement in PE and supports the value of emotions in PE. This highlights the need for training high school PE teachers to facilitate a caring climate in the interest of maximizing optimal student emotions and engagement. (As Provided). |
| Anmerkungen | Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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