Self-regulated Learning in Physical Education: An Analysis of Perceived Teacher Learning Support and Perceived Motivational Climate as Context Dependent Predictors in Upper Secondary School

Laxdal, Aron; Mjåtveit, Atle; Leibinger, Éva; Haugen, Tommy; Giske, Rune

doi:10.1080/00313831.2019.1689164

Cited by 12 publications

(16 citation statements)

References 67 publications

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“…However, our results correspond better with studies in other school contexts reporting that MAv leads to increased involvement in various SRL techniques in a wide range of subjects [10,[71][72][73][74]. Studies in PE also illustrate that a mastery motivational climate, which is believed to promote mastery goals, leads to amplified SRL in PE [29,33]. Results in this study thus appear to coincide with these studies.…”

Section: Discussionsupporting

confidence: 89%

“…Laxdal and colleagues [33] found a positive relationship between a performance climate and SRL. However, a performance climate is characterised by social comparison [75] and could lead to PAv for students [29].…”

Section: Discussionmentioning

confidence: 96%

“…A longitudinal study by Cecchini-Estrada and Méndez-Giménez similarly illustrated that MAp had a positive association with SRL [32]. Furthermore, Laxdal and colleagues found that both motivational climates, as well as teacher learning support, had a positive effect on SRL [33].…”

Section: Links From Differential Achievement Goals To Self-regulationmentioning

confidence: 94%

“…Following Laxdal [33], the four indicators with low indicator reliability were removed, resulting in a measurement model for the five items with an almost perfect fit (X 2 = [df = 5] 9.71, p > 0.05; SRMR = 0.02; RMSEA = 0.04; CFI = 0.99; TLI = 0.99). As mentioned by Kline (2016), the omission of central indicators should always be legitimised theoretically.…”

Section: Confirmatory Factor Analysismentioning

confidence: 99%

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Students’ Performance in Physical Education: The Role of Differential Achievement Goals and Self-Regulated Learning

Olsen

Mehus

2022

Education Sciences

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The purpose of this study was to examine the relationship between differential achievement goals and self-regulated learning, as well as motivational mechanisms’ consequences for performance in physical education. This was done by using the 2 × 2 achievement goals framework, and the cyclical model for self-regulated learning. The participants (N = 571, 51.7% girls) were physical education students in grades 11–13 from two upper secondary schools in Norway. A cross-sectional questionnaire was conducted, and data were analysed with a multiple-regression-based structural equation model. The modified structural model yielded an adequate fit (X2 = [df = 124] 429.79, p < 0.01; RMSEA = 0.07; CFI = 0.93), and results revealed that achievement goals have consequences for students’ self-regulation in physical education. More specifically, mastery goals have a positive association with self-regulation, whereas performance avoidance is found to have a negative association. Further, the results support claims that self-regulated learning plays a role in students’ performance. Finally, the model showed that self-regulation mediates the relationship between mastery approach goals and performance avoidance goals in relation to performance.

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Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 96%

Section: Links From Differential Achievement Goals To Self-regulationmentioning

confidence: 94%

Section: Confirmatory Factor Analysismentioning

confidence: 99%

See 2 more Smart Citations

Students’ Performance in Physical Education: The Role of Differential Achievement Goals and Self-Regulated Learning

Olsen

Mehus

2022

Education Sciences

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“…In contrast, the core of low-level learning motivation is self-interested, self-centered, and derived from the interests of students. For the social purpose of social development and the personal purpose of self-development, once students recognize this learning demand, they will express their desire for learning ( Amorose et al, 2016 ; Laxdal et al, 2020 ). When students combine the social value and personal value of learning organically, they can finally transform social requirements into their needs and then promote self-learning.…”

Section: Theoretical Basis and Research Methodsmentioning

confidence: 99%

Analysis of Learning Motivation and Burnout of Malaysian and Chinese College Students Majoring in Sports in an Educational Psychology Perspective

Wang

Chin³

et al. 2021

Front. Psychol.

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The purposes are to deepen the understanding of the correlation between learning motivation and learning burnout and thereby stimulate the learning motivation of college students. According to the theory of educational psychology, mechanism of learning motivation, and causes of learning burnout are analyzed. The learning motivation and learning burnout of college students majoring in sports are taken as the breakthrough point. The learning motivation and learning burnout situation of Chinese and Malaysian students majoring in sports are surveyed and compared through questionnaires. In addition, Chinese students majoring in sports are taken as examples to analyze the impact of learning motivation on learning burnout. The correlations between various dimensions are analyzed to determine the impact of learning motivation on learning burnout. The total learning motivation scores of students from the Sport School of Zhengzhou University and the University of Malaya Centre for Sport and Exercise Sciences are 122.3 ± 22.4 and 140.2 ± 23.6, respectively, and their average scores for each question are 3.60 and 4.07, respectively. The total learning burnout scores of students from the Sport School of Zhengzhou University and the University of Malaya Centre for Sport and Exercise Sciences are 58.2 ± 8.95 and 53.6 ± 7.34, respectively. The learning motivation of Malaysian college students majoring in sports is slightly stronger than Chinese students. Compared with Malaysia, the learning burnout of college students majoring in sports in China is extra apparent, mainly exhibited in the two dimensions of depression and a low sense of achievement. The learning motivation and learning burnout of college students majoring in sports are negatively correlated; that is, the stronger the learning motivation, the weaker the learning burnout; on the contrary, the weaker the learning motivation, the more severe the learning burnout. In conclusion, learning burnout of college students can be reduced by correcting and stimulating their learning motivation and improving their learning self-efficacy.

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Teaching Methodology Instruments in Physical Education: A Systematic Review

Leo

Flores-Cidoncha

Bravo

et al. 2023

Measurement in Physical Education and Exercise Science

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Self-regulated Learning in Physical Education: An Analysis of Perceived Teacher Learning Support and Perceived Motivational Climate as Context Dependent Predictors in Upper Secondary School

Cited by 12 publications

References 67 publications

Students’ Performance in Physical Education: The Role of Differential Achievement Goals and Self-Regulated Learning

Students’ Performance in Physical Education: The Role of Differential Achievement Goals and Self-Regulated Learning

Analysis of Learning Motivation and Burnout of Malaysian and Chinese College Students Majoring in Sports in an Educational Psychology Perspective

Teaching Methodology Instruments in Physical Education: A Systematic Review

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