Effects of a training course on creation of an empowering motivational climate in physical education: a quasi-experimental study

Abstract

Background: Physical education (PE) teachers report needing additional support in terms of classroom climate and students' motivation (Verret et al. 2017). Professional development represents an opportunity to exchange on their practices with colleagues, become familiar with the latest research on effective motivational strategies, develop new skills and support transfer into practice.Objective: This study aims to determine if participation in a 2-day training course (spread over 3 days) on how to create an empowering motivational climate impacted students' motivational variables (self-determined motivation, basic needs satisfaction, perception of motivational climate and PE effort as well as their intention to be physically active) and observed motivational climate. Research design: Quasi-experimental studyMethod: A total of 11 PE teachers (experimental group-EG = 6, control group-CG = 5) and their students (elementary = 107, secondary = 100) were recruited. Students completed questionnaires twice: once before the course and once after it was over. Teachers were filmed during two lessons: once before the start of training and once between the second and the last day of training, during a motivational strategy experiment planned by PE teachers on the second day of training. To analyze the data, we used non-parametric tests: the Wilcoxon-Mann-Whitney test and the Wilcoxon signed rank test for related samples. Two experts coded the videos (intrarater reliability = 90.6%; interrater reliability = 93.8%). Findings:Results indicate that the teachers' training had no significant positive effect on students' motivation. In fact, it was surprising to observe a significant decline in students' perception of an empowering motivational climate and effort in the experimental group. However, scores were already quite high at the start of the year, remained high in the middle of the year and were similar for the two groups. Between both measurement points, the control group's amotivation increased and autonomy satisfaction decreased. This was not the case for students in the experimental group, suggesting that the training course might be effective in avoiding the detriment of students' motivation. PE teachers in the experimental group were more empowering during the integration phase of the lesson. Gaps and the overall rating of the lesson (motivational climate) were both more empowering in the experimental group, but did not reach statistical significance (p = .066), which is promising for future interventions.

The Effect of Experiential Learning Program on Entrepreneurial Mindset: A Quasi-Experimental Study

“…The same as above, we also examine the within-group comparisons for the pre-test and posttest scores of entrepreneurial mindset sub-scales. Referring to previous studies (e.g., Ko & Park, 2018;Khademian et al, 2020;Kivelä et al, 2020;Tinôco et al, 2021;Girard et al, 2023), the expected findings for those within-group comparisons are that the entrepreneurial mindset sub-scales will increase in the treatment group but they will not change in the control group (see Appendix 1). Accordingly, we also use the scripts of directional research hypotheses (Tuckman & Harper, 2012;Cho & Abe, 2013;Creswell & Creswell, 2018;Babbie, 2021), and the wordings are as follows:…”

“…Accordingly, we then examine the between-group comparisons for the pre-test and post-test scores of entrepreneurial mindset sub-scales (i.e., ELAM, IMPLM, EM_AO, EM_RP, EM_AT, and EM_CR). Referring to previous studies (e.g., Ko & Park, 2018;Khademian et al, 2020;Kivelä et al, 2020;Tinôco et al, 2021;Girard et al, 2023), the expected findings for those between-group comparisons are that: (1) at the beginning of the experiential learning program (before the treatment does), the treatment group and the control group will have the same entrepreneurial mindset sub-scales, and (2) at the end of the experiential learning program (after the treatment does), the treatment group will have the higher entrepreneurial mindset sub-scales than the control group (see Appendix 1). Accordingly, we then use the scripts of directional research hypotheses (Tuckman & Harper, 2012;Cho & Abe, 2013;Creswell & Creswell, 2018;Babbie, 2021), and the wordings are as follows:…”

Estado actual de la cuestión del clima motivacional en el ámbito educativo: una revisión sistemática (2017-2021)

“…La formación del docente también supone jugar un papel clave, al igual que el uso de una determinada metodología. Para Girard et al (2021), la formación del profesorado no es tan importante para una mayor motivación de los estudiantes, provocando incluso un descenso de la percepción de los alumnos en cuanto al esfuerzo y al clima motivacional. Para que haya un éxito en el aprendizaje de los alumnos, es necesario que el profesor muestre afecto por ellos, que los apoye, que muestre interés por sus preocupaciones (Trigueros-Ramos et al, 2019).…”

Exploring the Impact of Tinkercad-Assisted Learning on Student Performance in Industrial Electronics Subject

“…Penelitian ini menggunakan jenis penelitian eksperimen semu atau quasi-experimental [12]. Desain penelitian yang digunakan adalah Non-equivalent Control Group Design, membandingkan kelompok eksperimen dan kelompok kontrol (lihat Tabel 1) [13]. Dua kegiatan dilakukan untuk mengevaluasi penerapan model pembelajaran, yaitu pretest dan post-test, dimana pretest memberikan ukuran pada beberapa atribut atau karakteristik peserta sebelum mendapat treatment [14].…”