Are K-12 Learners Motivated in Physical Education? A Meta-Analysis
Are K-12 Learners Motivated in Physical Education? A Meta-Analysis
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DOI：
10.1080/02701367.2012.10599823
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发表时间：
2012-03-01
影响因子：
2.2
通讯作者：
Zhu, Xihe
中科院分区：
文献类型：
--
作者：
Chen, Senlin;Chen, Ang;Zhu, Xihe
以往的研究致力于在体育K-12学习动机共享一个普遍的假设，学生可能缺乏动机。这项荟萃分析研究检查了已发表的原始研究（n = 79），以确定学生的动机水平和动机与结果之间的关联。原始手段的动机措施进行转换和汇总，以确定动机水平。计算相关效应量以确定动机和结果测量之间的关联。分析表明，K-12学生的动机，无论在研究中使用的理论结构（M > 50）。相关性，效应量（r = 0.20 - 0.30，p <0.05）表明动机和结果之间的关联很弱。研究结果表明，需要涉及有意义的学习和教学变量的动机研究。
Previous studies devoted to K-12 learner motivation in physical education share a general assumption that students may lack motivation. This meta-analytic study examined published original studies (n = 79) to determine students' motivation level and the association between motivation and outcomes. Original means of motivation measures were converted and aggregated to determine motivation levels. Correlation effect sizes were calculated to determine the association between motivation and outcome measures. The analyses revealed that K-12 students are motivated regardless of the theoretical constructs used in the studies (M > 50). The correlation, effect sizes (r = .20-.30, p < .05) indicate a weak association between motivation and outcome. The findings suggest a need to involve meaningful learning and pedagogy variables in motivation research.