The Role of Autonomy Supportive Activities on Students' Motivation and Beliefs toward Out-of-School Activities
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| Title: | The Role of Autonomy Supportive Activities on Students' Motivation and Beliefs toward Out-of-School Activities |
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| Language: | English |
| Authors: | Mavropoulou, Angeliki, Barkoukis, Vassilis, Douka, Styliani, Alexandris, Konstantinos, Hatzimanouil, Dimitris |
| Source: | Journal of Educational Research. 2019 112(2):223-233. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 |
| Descriptors: | Personal Autonomy, Student Motivation, Beliefs, Extracurricular Activities, Elementary School Students, Grade 5, Grade 6, Foreign Countries, Behavior Theories, Physical Education, Physical Education Teachers, Physical Activities, Dance, Self Determination, Theories, Experimental Groups, Control Groups, Leisure Time, Student Attitudes, Athletics, Dance Education |
| Geographic Terms: | Greece |
| DOI: | 10.1080/00220671.2018.1503580 |
| ISSN: | 0022-0671 |
| Abstract: | Physical education in elementary education usually provides children's first contact with sports. According to the trans-contextual model of motivation, physical education teachers can positively influence children's beliefs toward and actual leisure time physical activity behavior. The aim of this study was to examine the effect of a dance-based physical education program on motivation regarding physical education lesson participation, as well as leisure time physical activity participation. The sample consisted of 252 pupils attending Grades 5 and 6 of elementary school (M[subscript age] = 10.48 years, SD = 0.50 years). Participants were randomly assigned into three groups. The first group attended a physical education lesson based on various forms of dance, the second one attended lessons with Greek traditional dances only, and the third group served as active control group that attended the typical curriculum. The intervention lasted six weeks. Before and after the intervention, students completed survey-based measures of motivational climate, motivational regulations in physical education and leisure time, enjoyment, attitudes, perceived behavioral control, subjective norms, and intentions toward leisure time physical activity. In support of the trans-contextual model, results showed that students in the dance intervention programs scored significantly higher in perceptions of motivational climate and beliefs toward leisure time physical activity. The findings of the study suggest that dancing lessons at school can bolster more positive attitudes and beliefs toward physical education and leisure time physical activity. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1214300 |
| Database: | ERIC |
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| Abstract: | Physical education in elementary education usually provides children's first contact with sports. According to the trans-contextual model of motivation, physical education teachers can positively influence children's beliefs toward and actual leisure time physical activity behavior. The aim of this study was to examine the effect of a dance-based physical education program on motivation regarding physical education lesson participation, as well as leisure time physical activity participation. The sample consisted of 252 pupils attending Grades 5 and 6 of elementary school (M[subscript age] = 10.48 years, SD = 0.50 years). Participants were randomly assigned into three groups. The first group attended a physical education lesson based on various forms of dance, the second one attended lessons with Greek traditional dances only, and the third group served as active control group that attended the typical curriculum. The intervention lasted six weeks. Before and after the intervention, students completed survey-based measures of motivational climate, motivational regulations in physical education and leisure time, enjoyment, attitudes, perceived behavioral control, subjective norms, and intentions toward leisure time physical activity. In support of the trans-contextual model, results showed that students in the dance intervention programs scored significantly higher in perceptions of motivational climate and beliefs toward leisure time physical activity. The findings of the study suggest that dancing lessons at school can bolster more positive attitudes and beliefs toward physical education and leisure time physical activity. |
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| ISSN: | 0022-0671 |
| DOI: | 10.1080/00220671.2018.1503580 |
