Motivational regulation strategies for university physical education classes as liberal education and other related factors

Abstract

Strategies for motivating the regulation of behavior are crucial for promoting active learning. This study explores the structure of motivational regulation strategies for university physical education classes as liberal education through the development of the scale and investigated the relationship between the use of motivational regulation strategies and perceived utility and self-efficacy. A questionnaire survey was conducted with university students (n=591) who were taking physical education classes. The survey questions asked on self-determination motivation for exercise, perceived usefulness, self-efficacy, and items for developing a motivational regulation technique scale. First, exploratory factor analysis of a motivational regulation strategy scale showed a factor structure consisting of the following four factors: "intrinsic regulation strategy," "cooperation strategy," "self-consequating strategy," and "shame avoidance strategy." Internal consistency for subscales and test-retest correlations were used to check reliability and confirmatory factor analysis and correlations with the selfdetermination motivation for exercise scale were used to assess validity. The results for both analyses were satisfactory. Next, the relationship between the use of motivational regulation strategies and perceived utility and self-efficacy was examined using multiple regression analysis. The results were as follows: (1) Perceived utility had a positive association on the use of all strategies. (2) Self-efficacy had a positive association on the use of "intrinsic regulation strategy," "cooperation strategy" and "self-consequating strategy." (3) Self-efficacy had a negative association on the use of "shame avoidance strategy." According to this finding, self-efficacy and perceived usefulness both support the employment of motivational management tools in university physical education classes for liberal arts.