Does integrating physical activity in the elementary school classroom influence academic motivation?
Does integrating physical activity in the elementary school classroom influence academic motivation?
复制标题
将体育活动纳入小学课堂会影响学习动机吗？
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Nefeli Sioumala
中科院分区：
文献类型：
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作者：
S. Vazou;Panagiota Gavrilou;E. Mamalaki;A. Papanastasiou;Nefeli Sioumala
将体育活动（PA）融入课堂是青年提高PA水平和学业成绩的一个有希望的途径。然而，关于它在儿童学习动机中的作用的研究有限。内在动机很重要，因为它可以预测学习成绩和体育活动的参与。本研究旨在探讨与传统课程相比较，结合学术课程的PA对儿童学习动机的影响。来自15个班级的147名4至6年级学生（64名男生，83名女生）参加了培训。干预措施包括在两周内连续六节课的学术科目（语言艺术，数学，社会研究），传统（第1，第2，第4和第6;控制）之间交替，并与PA（10分钟）在课堂上（第3和第5）的教训。本研究采用内在动机量表（Intrinsic Motivation Inventory）来评估学生的兴趣/享受、感知能力、努力、价值和压力。在检查了与性别、年龄和学科的非显著相互作用后，进行了重复测量ANOVA。兴趣/享受在传统课程后显著降低（第4和第6节，F = 3.80，F = 4.18，p < 0.05），在第二节综合课程后显著增加（第5节，F = 7.26，p < 0.01）。在综合课程后，感知能力和努力显著增加（F = 4.87，F = 5.03，分别，p < 0.05），而课程的感知价值既没有下降，也没有孩子报告这种替代教学方法的压力感。本研究表明，与学科相结合的个人自主学习对儿童的学习动机有积极的影响。
Integrating physical activity (PA) in the classroom is a promising avenue for youth to increase their PA levels and academic achievement. However, research on its role in children's academic motivation is limited. Intrinsic motivation is important because it predicts both academic achievement and physical activity participation. The purpose was to examine the effect of PA integrated with academic lessons compared to traditional lessons on children's academic motivation. A total of 147 4th to 6th grade students (64 male, 83 female) from 15 classes participated. The intervention included six consecutive lessons over a two-week period on an academic subject (Language Arts, Math, Social Studies), alternating between traditional (1st, 2nd, 4th, and 6th; control) and integrated with PA (10 min) lessons in the classroom (3rd and 5th). The Intrinsic Motivation Inventory was used to assess students' Interest/Enjoyment, Perceived Competence, Effort, Value, and Pressure. After checking for non-significant interactions with gender, age, and academic subject, repeated-measure ANOVAs were conducted. Interest/Enjoyment significantly decreased after the traditional lessons (4th and 6th, F = 3.80, F = 4.18, respectively, p < 0.05) and increased significantly after the second integrated lesson (5th, F = 7.26, p < 0.01). Perceived Competence and Effort significantly increased after the integrated lesson (F = 4.87, F = 5.03, respectively, p < 0.05), whereas neither the Perceived Value of the lesson declined nor did children report feelings of Pressure from this alternative teaching method. This research showed that PA integrated with the academic subjects can positively impact children's academic motivation.
影响因子：
7.6
作者：
DECI, EL;RYAN, RM
通讯作者：
RYAN, RM
影响因子：
5.1
作者：
Donnelly, Joseph E.;Greene, Jerry L.;Gibson, Cheryl A.;Smith, Bryan K.;Washburn, Richard A.;Sullivan, Debra K.;DuBose, Katrina;Mayo, Matthew S.;Schmelzle, Kristin H.;Ryan, Joseph J.;Jacobsen, Dennis J.;Williams, Shannon L.
通讯作者：
Williams, Shannon L.