Contextual motivation from self-determination in physical education classes
DOI:
https://doi.org/10.47197/retos.v0i41.80998Keywords:
Motivation, amotivation, non-motivation, class, physical education, studentsAbstract
The objective proposed in the present study was to determine the type of motivation, from the perspective of self-determination, in high school students, towards the Physical Education class of the Antonio Varas de la Barra High School in Arica, Chile, and its relationship between level of studies and sex. 717 students from 1st to 4th grade participated. The instrument used was the Scale of the Perceived Locus of Causality in Physical Education (Spanish adaptation). Among the results, medium-high results (5.09 and 5.22) were found for the dimensions of Intrinsic Motivation and Identified Regulation, respectively; while the Introjected Regulation and External Regulation dimensions presented average values, 4.49 for Introjected Regulation and 4.72 for External Regulation. For its part, non-motivation reached a medium-low value (3.70). Generically, men appeared higher values than women, in all dimensions, except non-motivation, however, these differences were not statistically significant. It was concluded that Intrinsic Motivation, Identified Regulation characterize the studied population, non-motivation showed low results, so that high school students, especially men of higher levels, are motivated by the P.E. Class.
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Copyright (c) 2021 Pablo Cádiz Chacón, Luis Antonio Barrio Mateu, Dayneri León Valladares, Álvaro Hernández Sánchez, María Milla Palma, Milenco Sotomayor Fernández
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