THE ASSOCIATION OF SELF-CONCEPT AND MOTIVATIONAL CLIMATE WITH COGNITIVE AND EMOTIONAL RESPONSES IN PHYSICAL EDUCATION

Stavros Petridis, Despoina Ourda, Georgios Dinas, Vassilis Barkoukis

Abstract


The primary objective of this study was to investigate the association between self-concept, motivational climate, amotivation, enjoyment and vitality in physical education lessons. The study's sample comprised 313 students, including 158 males and 155 females, with a mean age of 13.9 years (SD = 87). Students were selected from three public schools within the Regional Authority of Secondary Education of Western Macedonia. Participants completed a survey including measures of self-concept, motivational climate, amotivation, enjoyment and vitality. The results of the analysis revealed that self-concept and motivational climate were positively associated with enjoyment and vitality and negatively with amotivation. Motivational climate fully mediated the effect of self-concept on enjoyment and amotivation, and partially the effect of self-concept on vitality. The findings of the study show that autonomous supportive climate in physical education lessons can be an effective practice in establishing positive experiences in the physical education lesson.

 

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Keywords


self-concept, amotivation, theory of self-determination, physical education

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DOI: http://dx.doi.org/10.46827/ejpe.v11i3.5468

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