Predictors of intrinsic motivation among adolescent students in physical education

Emilio Ferrer-Caja, Maureen R. Weiss

Research output: Contribution to journalArticlepeer-review

200 Scopus citations

Abstract

This study examined the relationships among social factors, individual differences, intrinsic motivation, and effort and persistence in the physical education context using cognitive evaluation theory as a framework. Female (n = 201) and male (n = 206) high school students completed measures of motivational climate, teaching style, perceived competence, self-determination, goal orientations, and intrinsic motivation. Teachers rated the students on effort and persistence in the class activities. Hypothesized relationships among the variables were tested using structural equation modeling. Results revealed that perceived competence and goal orientations directly predicted intrinsic motivation and mediated the effects of motivational climate and teaching style on intrinsic motivation. Intrinsic motivation directly predicted effort and persistence. Task goal orientation mediated the effects of learning climate on perceived competence and self-determination. The strongest predictors of intrinsic motivation and effort and persistence were task goal orientation, perceived competence, and learning climate.

Original languageEnglish (US)
Pages (from-to)267-279
Number of pages13
JournalResearch Quarterly for Exercise and Sport
Volume71
Issue number3
DOIs
StatePublished - Sep 2000

Keywords

  • Goal orientations
  • Motivational climate
  • Perceived competence
  • Self-determination

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