A Comparison of Physical Education Students' Motivation Using Polish and Turkish Versions of the Academic Motivation Scale (original) (raw)
Related papers
Motivation is an important phenomenon in the realm of education, particularly in the university fields connected with physical education and sport, where it is necessary to accommodate and balance intellectual abilities and physical fitness. The present study tested motivation levels among university students in the fields connected with physical education and sport in Poland and Turkey. It was based on the Self-Determination Theory (Deci and Ryan, 1985), namely intrinsic motivation, extrinsic motivation and amotivation which impact human behaviour. The Academic Motivation Scale was used (Vallerand et al., 1992). The aims of the study were twofold, first, to cross-culturally validate Polish and Turkish versions of the Academic Motivation Scale and second, to identify and compare the motivation to study depending on nationality and gender. Both Polish and Turkish versions of the questionnaire were validated and converted to a four-factorial structure. The findings indicated that Polish and Turkish students' motivation especially differed in amotivation and intrinsic motivation to know and experience stimulation. Moreover, Turkish female students proved to be at the lowest estimate of amotivation.
This study examined students' perceived motivational climates and explored how their perceived motivational climates might affect their reported persistence/effort in physical education classes. Participants consisted of 111 8th graders and 117 11th graders attending two public schools in central Turkey. Because 8th and 11th grades in Turkey represents a critical period of schooling in which students have to begin to prepare for the national high school and university entrance examinations, these grades were preferred to be involved in this study. In this study that used the Perceived Motivational Climate in Sport Questionnaire and Self-Reported Persistence/Effort Questionnaire, pearson-product correlations were performed to examine relationships between motivational climate and self-reported persistence and effort, simultaneous multiple regression analysis was employed to examine how motivational climates might affect student reports of their persistence/effort, and a multivariate analysis of variance (MANOVA) was used to examine gender and grade differences among the participants on the two perceived motivational climates. Pearson-product correlation analysis showed that task and egoinvolved climates related positively to student persistence/effort. Multiple regression analysis revealed that task and ego-oriented climates were significant positive predictors of persistence/effort. The MANOVA yielded a significant main effect for grade differences (p < .001). Follow-up univariate ANOVAs revealed that 8th graders placed significantly higher values on students' selfreported persistence/effort. These findings indicate that the complex nature of perceived motivational climate in influencing students' persistence/effort may depend on physical education settings, grade levels, and socio-cultural norms.
The object of this study is to determine the motives of university students who participate in physical activities during college education and examine whether the data differ according to educational background, sex and family support. A total of 100 students from the department of physical education and sports teaching participated in the study. As a data collection tool in the work, "Participation in Sport Motivation Scale", Gill et al. (1983), translated into Turkish by Çelebi (1991) and published by Oyar et al. (2001) have been used for validity and reliability between the studies in the age of 11-17 (6,13). In the study, reliability was checked again for this group and reliability coefficient was 0.86 in Cronbach Alpha internal consistency test. The most important motive for participation in sports for university students in the study has been found to be "skill development" and "movement/activity". In the consequences related with the motives of individuals for participation in sports, because the average for each sub-dimension is high, differences within these averages can be a determining factor in the preparation of the activities, plans and programs to be carried out and more and willing participation of the individuals in their physical activity.
Psychometric Properties of the "Sport Motivation Scale (SMS)" Adapted to Physical Education
Journal of sports science & medicine, 2014
The aim of this study was to investigate the factor structure of a Spanish version of the Sport Motivation Scale adapted to physical education. A second aim was to test which one of three hypothesized models (three, five and seven-factor) provided best model fit. 758 Spanish high school students completed the Sport Motivation Scale adapted for Physical Education and also completed the Learning and Performance Orientation in Physical Education Classes Questionnaire. We examined the factor structure of each model using confirmatory factor analysis and also assessed internal consistency and convergent validity. The results showed that all three models in Spanish produce good indicators of fitness, but we suggest using the seven-factor model (χ(2)/gl = 2.73; ECVI = 1.38) as it produces better values when adapted to physical education, that five-factor model (χ(2)/gl = 2.82; ECVI = 1.44) and three-factor model (χ(2)/gl = 3.02; ECVI = 1.53). Key PointsPhysical education research conducted...
Research in Kinestelogy, 2020
Motivation is at the base of every human activity. It is especially important for capacity, creativity, and the pursuit of success. Academic motivation is basic in preparing students as specialists and future professionals. The study aims to determine the degree of academic motivation of students in the specialty "Teacher in Physical Education and Sports"at the Faculty of Pedagogy of the National Sports Academy "Vasil Levski". The article presents the results of a study of academic motivation, conducted during the summer semester of 2018-2019, among 49 students from first, second and third course in the specialty "Teacher of Physical Education" at the National Sports Academy "Vasil Levski". An academic motivation questionnaire, developed by Angel Velichkov, was used as a research tool, containing 11 questions, 7 of which have positive and 4 negative directions. In the article, the analysis of the results is presented in the three main aspects of academic motivation "Active attitude to the learning process", "Internal selfdiscipline" and "Striving to supplement and expand the acquired knowledge". The results show that the degree of academic motivation is directly proportional to the course i.e. As the course increases, the students' academic motivation increases. This is a very good certificate for the quality of training in the academy.
Investigation of the Relationship between Academic and Sport Motivation Orientations
The purpose of this study was to investigate the relationship between academic and sport motivation orientations of the Physical Education and Sport (PES) college students and also to explore gender effects in this relationship. The sample group of the study was composed of 154 students (68 female, 86 male) attending to Bart n University Physical Education and Sport College. All the students were applied both Academic Motivation Scale (AMS) and Sport Motivation Scale (SMS) in order to find out academic and athletic motivational orientations. The data derived from these two scales were evaluated in Statistical Package for the Social Science (SPSS) 19.0 software through descriptive statistics ( , SD), independent samples t-test (p<0.05) and Pearson Product Moment Correlation (p<0.01). Cronbach’s alpha was calculated as 0.82 and 0.76 respectively for AMS and SMS. Therefore Cronbach’s alpha indicator of both scales suggested that the items have relatively high internal consistency. The independent t-tests proved that there are significant differences between genders in intrinsic motivation to know, extrinsic motivation external regulation and amotivation sub-scales of AMS; and in extrinsic motivation external regulation and amotivation sub-scales of SMS. This study also proved that there are strong correlations between academic and sport motivation orientations of PES college students according to gender and suggested to adopt Sports and Academics Questionnaire (SAMSAQ) in order to better understand this relationship.
Kinesiologia Slovenica, 2013
Namen pričujoče študije je bila primerjava latentne strukture motivov za ukvarjanje s športom pri študentih športnih fakultet za vsako izmed držav posebej. Upoštevali smo tudi razliko po spolu v motivaciji za vse dimenzije študentov. Na vzorcu 390 študentov iz Slovenije (Ljubljana), Hrvaške (Zagreb) in Nemčije (Köln) smo ugotavljali, kaj študente motivira za športno aktivnost. Študentje so izpolnili vprašalnik PMQ (Gill idr., 1983), ki zajema seznam 30-ih možnih razlogov, zakaj bi se študentje naj ukvarjali s športom. Ugotovili smo, da se latentna struktura tipov motivacije pri študentih na športnih fakultetah razlikuje v treh (Köln) do šestih (Ljubljana) dimenzijah. Toda samo v dveh dimenzijah smo ugotovili tudi značilne razlike po spolu glede na motivacijo za ukvarjanje s športom pri študentih iz vseh treh različnih držav: sprostitev in druženje s prijatelji (višji rezultati za študentke v Zagrebu) in navdušenje (višji rezultati pri študentih v Ljubljani).
Adaptation and Validation of the Motivation Scale in Physical Education Classes
Croatian Journal of Education - Hrvatski časopis za odgoj i obrazovanje, 2015
With the purpose of adapting the sport motivation scale (Pelletier, Fortier, Vallerand, Tuscon, Briere, & Blais, 1995) to the population of students in the final grades of elementary school, that is, with the purpose of measuring their motivation in physical education classes, 305 female and male students of finishing grades were examined. All scales had good metric characteristics, except the unsatisfactory reliability of the external motivation-introjected variable. For both genders, measures of motivation are projected in two components, interpreted as intrinsic motivation, and as amotivation and external regulation. Male students expressed significantly higher values in both scales defining the second factor. The percentage of good and less cumulative grade point average was significantly higher for male students, whereas the percentage of very good and excellent cumulative grade point average was higher for female students. Discriminant analysis has shown that female students with a lower cumulative grade point average (good and satisfactory) were characterized by higher values of external regulation and of amotivation for participating in physical education classes. There were no significant differences found in either gender regarding the motivation in physical education classes in groups differing in their physical education grade point average.
Validity and Reliability of Physical Education Learning Motivation Questionnaires
Proceedings of the 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018), 2019
The purpose of this study is to determine the validity and reliability of physical education learning motivation questionnaires. The subjects in this study were 32 seventh grade junior high school students aged 13-14 years. The instrument testing method used is the Corrected Item-Total Correlation test to determine the level of validity and Cronbach's Alpha test to determine the level of reliability. Instrument grid are arranged in five aspects: perseverance in learning, tenacity in dealing with difficulties, interests and sharpness of attention in learning, achievement in learning, and independence in learning. A total of 46 statements were produced through the development of the instrument grid. Validity test results obtained 29 valid statement items and reliability test obtained a coefficient value of 0.906, which means a very high category of validity. Based on the results of this study indicate that the physical education learning motivation questionnaire instrument created...
The „Motivational Climate in Physical Education Scale” in Greek Educational Context
Proceeding book, 2019
The principal aim of this study was to confirm the "Motivational Climate in Physical Educational Scale" (Soini, et al, 2014) in a Greek elementary school context. The internal consistency of the MCPES was also examined. 184 students of the last two grades of primary schools were participated the survey. The Greek version (Masadis, et al, 2019) of MCPES was used. The validity and reliability of the questionnaire were checked by performing a confirmatory factor analysis and an internal consistency analysis. Also, descriptive statistics, T-test and One-way Anova analysis were used. From the analysis we came to the following conclusions: a. the Cronbach's α values were high and the loadings of the confirmatory factor analysis supported the factors of the original scale. b. The factor "task involving" presents the highest M while the factor "ego involving" the lowest. c. Gender turns out an element that differentiates the factors "task involving", "autonomy" and "ego involving".