Advancing Task Involvement, Intrinsic Motivation and Metacognitive Regulation in Physical Education Classes: The Self-Check Style of Teaching Makes a Difference

Autor:	Nikolaos Digelidis, Marina Pashali, Athanasios Papaioannou, Argiris Theodosiou
Rok vydání:	2012
Předmět:	Intervention (counseling) Self Intrinsic motivation Metacognition Cognition General Medicine Psychology C600 Physical education Style (sociolinguistics) Developmental psychology Task (project management)
Zdroj:	Advances in Physical Education. :110-118
ISSN:	2164-0408 2164-0386
DOI:	10.4236/ape.2012.23020
Popis:	It was hypothesized that “self-check” style of teaching would be more preferable in terms of creating a mastery-oriented climate, and promoting adaptive achievement goals, intrinsic motivation and metacognitive activity in physical education classes. Two hundred seventy-nine (N = 269) 6-grade students were randomly divided into two groups that were taught four consecutive physical education lessons of the same content following either “practice” or “self-check” styles of teaching respectively. Students responded on questionnaires prior and after the intervention. Results revealed significant interactions between groups and measurements. Students in the “self-check” style group scored higher in scales measuring mastery-oriented climate, mastery goal, intrinsic motivation and metacognitive processes and lower in scales measuring performance-goals and performance-oriented motivational climate. These results underscore the importance of using styles of teaching that enhance opportunities for deep cognitive processing and promote mastery-goals and mastery-oriented climates.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4310569dfae18c83579ded99b17c53c0 https://doi.org/10.4236/ape.2012.23020 Zobrazit plný text záznamu