Motivational Variables to Predict Autotelic Experience and Enjoyment of Students. Analysis in Function of Environment and Sports Practice

Román, Marta San; Guíu-Carrera, Marta; Coto-Cañamero, Asier; Castuera, Ruth Jiménez

doi:10.3390/su12062352

Cited by 4 publications

(4 citation statements)

References 59 publications

(73 reference statements)

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“…Thus, Orsini et al [ 12 ] postulate that autonomic motivation to engage in academic activities can be enhanced in health education by an early detection of students’ characteristics, as well as by changes in the educational environment. Autonomous motivation can predict an individual’s engagement and performance in both competitive sport and recreational physical activity [ 6 , 13 , 14 , 15 ]. Moreover, motivation can explain participation in and withdrawal from physical exercise during leisure time, in addition to participation in school-based physical education lessons [ 6 , 13 , 16 ].…”

Section: Introductionmentioning

confidence: 99%

Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study

Kuśnierz

Rogowska

Павлова

2020

IJERPH

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Background: This study examined the relationship of academic performance with the Big Five traits of personality, academic motivation, and gender in a cross-cultural context. Methods: Participants in the study were 424 university students of physical education (PE) departments from Poland (53%) and Ukraine (47%). Undergraduates completed a brief version of the International Personality Item Pool (Mini-IPIP) to assess the Five-Factor model of personality, the Academic Motivations Scale (AMS), and grade point average (GPA). Results: Polish PE students scored higher in emotional stability and extroversion and had a higher GPA than Ukrainian PE undergraduates. Gender differences were found in both personality traits and academic motivation scales. Intrinsic motivation may predict academic performance. Conscientiousness and intellect emerged as mediators of the relationship between intrinsic motivation and academic performance and gender was found as a moderator in the relationship between conscientiousness and academic success. Conclusions: Women are more motivated regarding academic achievements than men. In addition to intrinsic motivation, the most important factors for academic grades are some personality traits, gender, and cultural differences. Openness and conscientiousness in men are mediators between intrinsic motivation and academic performance. The results of this study may be useful for PE academic teachers to improve the motivation of their students.

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Section: Introductionmentioning

confidence: 99%

Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study

Kuśnierz

Rogowska

Павлова

2020

IJERPH

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“…The results showed that the Autotelic experience scores of the low-scoring groups in both the prior knowledge/learning effectiveness were significantly higher than the high-scoring groups. Autotelic experience means that the activity itself offers attractive content to the participants, such as enjoyable experiences and engaging goals (Fong et al, 2015), and in the case of Leyton-Román et al (2020), it was noted that autotelic experience was related to students' participation in the course, such as the presence of group discussions and students' performance in the course. The results show that the active participation of the low achievers in this study was significantly higher in the teaching activities, which also indicates to some extent that the active engagement level of the low achievers can be significantly higher than that of the high achievers, even when the overall students' flow is high.…”

Section: Differences In Flow Between Learners With High and Low Prior...mentioning

confidence: 99%

Design and Development of a Scaffolding-Based Mindtool for Gamified Learning Classrooms

Hou

2022

Journal of Educational Computing Research

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A scaffolding-based mind tool was designed to allow teachers to easily create lesson plans for in-class gamified activities and to embed various scaffoldings in the lesson plan design. The purpose of this study was to investigate the learning outcomes of a scaffolding-based mind tool integrated with gamified learning activities applied to a science course. The study was conducted to investigate students' learning outcomes, flow, and qualitative feedback on the scaffolding-based mind tool. A total of 134 high school students participated in the experiment. The results showed that the gamified activity with the scaffolding-based mindtool significantly improved students' learning effectiveness, but the learning effectiveness did not differ significantly from that of the students in the lecture-based instruction. In addition, the study found that the learners' flow was high, the students were engaged in the activity. The qualitative feedback analysis also revealed high positive evaluations of the usefulness of the gamified activity, mind tool, and scaffolds. In addition, students with low prior knowledge or low learning effectiveness had significantly higher active engagement in flow than those with high prior knowledge/learning effectiveness.

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“…One of the main features of the autotelic experience is that it occurs during an interaction (Asakawa, 2004 ). In fact, during this interaction, consciousness shifts and finds an invisible pull toward the desire to maintain and perpetuate this enjoyable moment (Leyton-Román et al, 2020 ). In this case, the attention exceeds the usual level and increases awareness and sensory attention.…”

Section: Theoretical Framework and Hypotheses Developmentmentioning

confidence: 99%

The role of students’ relational identity and autotelic experience for their innovative and continuous use of e-learning

et al. 2022

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Over the last decades, using e-learning systems as an alternative format of education for traditional classroom has been growing in higher education and due to COVID-19 pandemic, this transition has been unprecedently accelerated. Although there is a large body of research on e-learning, little is known about the extent to which innovative and continuous use of e-learning systems can be influenced by students’ social and motivational factors especially their relational identity and autotelic experience. This study collected data from 400 higher education students through a survey to explore the role of students’ relational identity and autotelic experiences regarding their innovative and continuous use of e-learning systems while considering the mediating role of students’ perception of relatedness. Collected data were analyzed using the structural equation modeling method. The results showed that students' relational identity and autotelic experience significantly influence the innovative and continuous use of e-learning. The results showed that relational identity and autotelic experience positivly associatewith innovative (β = 0.190, t = 3.544; β = 0.405, t = 7.973) and continuous use of e-learning (β = 0.188, t = 3.115; β = 0.344, t = 7.459) and relatedness plays a moderating role between relational identity and continuous use (β = 0.194, t = 4.500, p = 0.000). Relatedness weakens the relationship between relational identity and innovative use of e-learning. However, it reinforces the relationship between relational identity and the continuous use of e-learning. It was found that relatedness strengthens the relationship between autotelic experience with innovative and continuous use of e-learning. The results of this study provide evidence of how students’ social and motivational factors can influence their approaches to the innovative and continuous use of e-learning systems. We discuss these results and provide agenda for future practical and professional work.

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Motivational Variables to Predict Autotelic Experience and Enjoyment of Students. Analysis in Function of Environment and Sports Practice

Cited by 4 publications

References 59 publications

Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study

Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study

Design and Development of a Scaffolding-Based Mindtool for Gamified Learning Classrooms

The role of students’ relational identity and autotelic experience for their innovative and continuous use of e-learning

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