Gender Differences in the Relationship Between Teacher Autonomy Support and Amotivation in Physical Education

Gender Differences in the Relationship Between Teacher Autonomy Support and Amotivation in... Using the taxonomy of amotivation as theoretical framework, this study was designed to examine gender differences in the relationship between teacher autonomy support, amotivation and intention for future physical education participation. An amotivation model addressing the relationship was hypothesized and tested. Three hundred thirty four high school students (177 boys and 157 girls) from a major Midwest metropolitan area in the United States completed questionnaires assessing their relevant psychological and behavioral constructs. Path model analyses supported the model tenability but revealed several gender-specialized characteristics. Although girls demonstrated overall higher amotivation and were more likely to be influenced by inadequate teacher autonomy support, boys showed more strength than girls in the negative impact of amotivation on the intention. It is suggested that gender plays a significant role in amotivation development in physical education. The gender differences should be identified, appreciated, and instructionally addressed to enhance students’ participation in physical education. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Sex Roles Springer Journals

Gender Differences in the Relationship Between Teacher Autonomy Support and Amotivation in Physical Education

Sex Roles , Volume 72 (4) – Feb 12, 2015
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Publisher
Springer US
Copyright
Copyright © 2015 by Springer Science+Business Media New York
Subject
Psychology; Gender Studies; Sociology, general; Medicine/Public Health, general
ISSN
0360-0025
eISSN
1573-2762
D.O.I.
10.1007/s11199-015-0448-2
Publisher site
See Article on Publisher Site

Abstract

Using the taxonomy of amotivation as theoretical framework, this study was designed to examine gender differences in the relationship between teacher autonomy support, amotivation and intention for future physical education participation. An amotivation model addressing the relationship was hypothesized and tested. Three hundred thirty four high school students (177 boys and 157 girls) from a major Midwest metropolitan area in the United States completed questionnaires assessing their relevant psychological and behavioral constructs. Path model analyses supported the model tenability but revealed several gender-specialized characteristics. Although girls demonstrated overall higher amotivation and were more likely to be influenced by inadequate teacher autonomy support, boys showed more strength than girls in the negative impact of amotivation on the intention. It is suggested that gender plays a significant role in amotivation development in physical education. The gender differences should be identified, appreciated, and instructionally addressed to enhance students’ participation in physical education.

Journal

Sex RolesSpringer Journals

Published: Feb 12, 2015

References

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