The general field of interest being considered for the research proposal is physical education (PE). This researcher is particularly fascinated with the idea that student motivation and teacher assessment of student performance correlates positively in the context of physical education…
Review of a Research Document about Physical Education
In this regard, a database search was carried out using the keywords / phrase, “assessment” “motivation” and “physical education” using the Education Resources Information Centre (ERIC), where a direct link was provided. The link, however, contained only an abstract similar with the one provided at ERIC and not a full-text paper. Another search was conducted with Google Scholar using the same keywords / phrase. The second phase of the search yielded the full-text article by Standage, Duda and Ntoumanis (2006) in portable document format (PDF). 2. Description of paper Standage, et al (2006) ventured to evaluate the association between the motivational processes among secondary school students of physical education (PE) and their teachers’ ratings of their effort and persistence. Some 394 British students of a secondary school and nine PE teachers voluntarily participated in the study. The study addressed the following research problems: 1. Investigation of a model of motivational processes predicated on the self determination theory; 2. Verification of the adequacy of confirmatory factor analysis of the measurement model; and 3. Performance of structural equation modelling on the following hypotheses: (a) perceptions of an autonomy supportive environment would positively predict autonomy, competence and relatedness; (b) autonomy, competence and relatedness would positively predict self-determined motivation; and (c) self determined motivation would positively predict positive teacher ratings of student effort and persistence....
theory (SDT) of human motivation in the individual – level, which asserts that “humans are innately oriented toward growth and health” (Deci and Ryan, as cited in Fortier, Williams, Sweet, and Patrick, 2009, p.156; Deci and Ryan, 2007). SDT impinges on the assumption that the social context influences individual outcomes, including motivation (Weiss and Amorose, 2008; Standage, et al., 2006). In this regard, the social environment can either nurture or hinder an individual’s active, integrating nature as a human being. One such component of the social environment in this study is the PE teacher. Data was gathered from two different state schools in southeast England after ethical requirements have been complied with, based on the standards set by the British Psychological Society. This includes the use of students (i.e., human subjects) in the study, and consent from the high school principals in their capacity as in loco parentis, among others. A multi-section inventory was administered to the student-participants after the researcher has discussed, among others that: responses in the inventory are neither correct nor wrong; the PE teacher will not be able to view their responses to the inventory; and the respondents’ anonymity and the confidentiality of their responses will be safeguarded. Teachers provided their ratings for each student’s motivated behaviour in the PE class in terms of effort and persistence. Self-reported responses were compared with the teacher ratings through a coding system devised by the researchers. The multi-section inventory measured the following variables: autonomy support, autonomy, competence, relatedness, motivational regulations (i.e., intrinsic motivation, identified regulation, introjected regulation, external regulation, ...
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