Abstract
Field studies investigating self-determined motivation in relation to learning strategy use and its educational outcomes in physical education are lacking. The purpose of the present study was therefore to test a Self-Determination Theory (SDT; Deci & Ryan, 2000) process model of learning strategy use as it related to participation and performance in physical education courses in eighth through tenth grades. In this model, autonomy support from teachers was hypothesized to be positively related to basic psychological need satisfaction. In turn, need satisfaction was expected to be positively related to autonomous motivation and perceived competence, both of which should be positively related to learning strategy use. Finally, learning strategy use was hypothesized to be positively related to the level of participation and the performance (i.e., grades) in physical education courses. Structural equation modeling supported the SDT process model. All indirect links in the structural model were also significant.
Highlights
The aim of the present article is to study the role of learning strategies in the relation between motivation and outcomes such as participation and performance in physical education
The purpose of this study was to test the fit of a process model in which perceived autonomy support from teachers would positively predict students’ need satisfaction, and that need satisfaction would positively predict both autonomous motivation and perceived competence, each of which in turn would be positively linked to learning strategy use, which again would positively predict both participation and performance
We found that autonomous motivation was the most important factor for using learning strategies
Summary
The aim of the present article is to study the role of learning strategies in the relation between motivation and outcomes such as participation and performance in physical education. Motivation, Learning Strategies, and Performance in Physical Education at Secondary School. Self-regulated motivation and learning strategies are important (Schunk, 2005). If students show persistence, trying to solve challenges without giving up, and work with others, contributing to their learning, it can enhance their grades. Learning strategies such as effort regulation, peer learning, and help seeking may help students get better grades but may help them reach the main goals presented in the curriculum
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