Forholdet mellom elevers motivasjon for kroppsøvingsfaget, motivasjonsklima og tilhørighet i kroppsøvingstimene, og deres intensjon om å være fysisk aktive etter endt obligatorisk skolegang

Abstract

Studiens hensikt var å undersøke forholdet mellom elevers tilhørighet i kroppsøvingstimene, deres opplevelse av motivasjonsklimaet i faget og deres intensjon om å være fysisk aktive etter endt obligatorisk skolegang, samt å undersøke i hvilken grad autonom og kontrollert motivasjon medierte det ovennevnte forholdet. Tverrsnittsdata fra 2610 avgangselever ved ungdoms- og videregående skoler fra fire forskjellige geografiske områder i Norge dannet grunnlaget for mediasjonsanalysen. Denne målte indirekte effekter ved hjelp av en bias-korrigert bootstrapping metode. Resultatene viste at opplevd tilhørighet og opplevd mestringsklima i faget var positivt assosiert med elevers intensjoner om å være fysisk aktive etter endt skolegang, både uavhengig av og mediert gjennom elevenes autonome motivasjon. Prestasjonsklima var imidlertid negativt assosiert med intensjon gjennom amotivasjon, og positivt assosiert med intensjon gjennom kontrollert motivasjon. Studien viser at opplevelser av gode relasjoner mellom alle deltakende parter i kroppsøvingstimene, samt mestringsorientert motivasjonsklima, kan være viktig for en fysisk aktiv livsstil gjennom intensjon om fysisk aktivitet etter endt skolegang.
 The relationship between students’ motivation for physical education, sense of belonging and perceived motivational climate, and their intentions to be physically active after graduation
 The objective of this study was to examine the relationship between physical education students’ sense of belonging, perceived motivational climate, and intentions to be physically active after graduation, and to explore the mediating effect self-determined motivation had on the aforementioned relationship. The study utilized cross-sectional data from 2610 lower- and upper secondary school students from four different geographical areas in Norway. The results of a mediation analysis of indirect effects showed that a sense of belonging and a perceived mastery climate were positively associated with the students’ intention to be physically active past graduation; both directly and mediated through the students’ autonomous motivation. The relationship between performance climate and students’ intentions to be physically active appears to be divergent, with the indirect effect through amotivation being negative, while the indirect affect through controlled motivation was positive. The present study provides evidence of associations between students’ sense of belonging in physical education and mastery climate and the intention of physically active post-graduation lifestyle among students.

“Fake it or hide it till you make it”: A thematic analysis of hiding techniques in physical education among students in secondary school

“…It is important that the teacher is able to (a) determine each student's needs and interests and (b) manipulate the different tasks in accordance with the individual student's needs and interests to make their experience meaningful, personally relevant, and fun through facilitating choice and the right level of challenge (Beni et al, 2017; Lyngstad, 2018). Furthermore, good relationships among students in PE and a mastery-oriented climate have been highlighted as central components in fulfilling the intention of a lifelong physically active lifestyle, set forward by the Ministry of Education and Research (2019; Haugen et al, 2021). However, in Norway, but also in other countries, there seems to be an imbalance between the sports discourse and current social and political expectations for PE in schools (Erdvik et al, 2022).…”