Predictors of intrinsic motivation among adolescent students in physical education
Predictors of intrinsic motivation among adolescent students in physical education
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DOI：
10.1080/02701367.2000.10608907
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发表时间：
2000-09-01
影响因子：
2.2
通讯作者：
Weiss, MR
中科院分区：
文献类型：
--
作者：
Ferrer-Caja, E;Weiss, MR
本研究以认知评价理论为框架，考察了体育环境下社会因素、个体差异、内在动机和努力持久性之间的关系。高中女生（n = 201）和男生（n = 206）分别完成了动机氛围、教学风格、感知能力、自我决定、良好取向和内在动机的测量。老师们对学生们在课堂活动中的努力和坚持进行了打分。使用结构方程模型检验变量之间的假设关系。结果表明，感知能力和目标取向直接预测了学生的内在动机，并在动机氛围和教学风格对内在动机的影响中起中介作用。内在动机直接预示着努力和坚持。任务目标取向在学习气氛对感知能力和自我决定的影响中起中介作用。内在动机、努力和坚持的最强预测因子是任务目标导向、感知能力和学习氛围。
This study examined the relationships among social factors, individual differences, intrinsic motivation, and effort persistence in the physical education context using cognitive evaluation theory as a framework. Female (n = 201) and male (n = 206) high school students completed measures of motivational climate, teaching style, perceived competence, self-determination, good orientations, and intrinsic motivation. teachers rated the students on effort and persistence in the class activities. Hypothesized relationships among the variables were tested using structural equation modeling. results revealed that perceived competence and goal orientations directly predicted intrinsic motivation and mediated the efforts of motivational climate and teaching style on intrinsic motivation. Intrinsic motivation directly predicted effort and persistence. Task goal orientation mediated the effects of learning climate on perceived competence and self-determination. The strongest predictors of intrinsic motivation and effort and persistence were task goal orientation, perceived competence, and learning climate.