Abstract
Abstract The aim of this study was to test the predictive power of dispositional orientations, general self-efficacy and self-determined motivation on fun and boredom in physical education classes, with a sample of 459 adolescents between 13 and 18 with a mean age of 15 years (SD = 0.88). The adolescents responded to four Likert scales: Perceptions of Success Questionnaire, General Self-Efficacy Scale, Sport Motivation Scale and Intrinsic Satisfaction Questionnaire in Sport. The results showed the structural regression model showed that task orientation and general self-efficacy positively predicted self-determined motivation and this in turn positively predicted more fun and less boredom in physical education classes. Consequently, the promotion of an educational task-oriented environment where learners perceive their progress and make them feel more competent, will allow them to overcome the intrinsically motivated tasks, and therefore they will have more fun. Pedagogical implications for less boredom and more fun in physical education classes are discussed.
Highlights
One of the main concerns of teachers when choosing the content to be taught has to be motivating and novel (Robles, Giménez, & Abad, 2010)
All variables used in the study, and positively correlated with each other, except boredom correlated negatively with task orientation, self-determined motivation and fun, while not correlated with ego orientation or the general self-efficacy (Table 1)
According to the review carried out, most studies analyzing the relationship between goal orientations and general self-efficacy has been focused in other contexts, so this research is a first approach to the study of these variables together with teenagers in physical education classes
Summary
One of the main concerns of teachers when choosing the content to be taught has to be motivating and novel (Robles, Giménez, & Abad, 2010). Cecchini (2006) states that at sport school age should have a clear orientation to promote the recreational participation, self-improvement, fun, friendship, relaxation and an active lifestyle in order to improve health and physical and mental wellbeing. This desire for fun is one of the main reasons given by youngsters to engage in physical activities (Almagro, Saénz-López, González-Cutre, & Moreno-Murcia, 2011; Castillo & Balaguer, 2001; Martínez et al, 2012; Pavón & Moreno, 2006), being positive and significant their relationships (Balaguer, 2000; Stucky-Ropp & DiLorenzo, 1993). The motivational regulation of students during physical education classes has been identified as a contributory factor on promoting healthy lifestyle (Barkoukis, Hagger, Lambropoulos, & Tsorbatzoudis, 2010; Hagger et al, 2009)
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