Mediational Role of Interest and Intrinsic Motivation between Perceived Caring Climate and Satisfaction and Attitudes Among Physical Education Students
Sungho Kwon, Seoul National University, South Korea
Mary Fry, University of Kansas, USA
Theme: Motivation and self-perceptions
Poster Number: 59
Program ID: POS-1
Presentation: October 3, 2013 5:30 pm - 7:00 pm
The purpose of this study was to examine the mediational role of students’ interest and intrinsic motivation in physical education (PE) between their perceptions of a caring climate in their PE class to their satisfaction with and attitudes in the class. Student (N= 724, 321middle school students, 403 high school students) volunteered to complete a survey which included measures of the following: caring climate, interest in PE (4 subscales: achievement, social, healthy, autonomy), satisfaction with PE class (4 subscales: administration, instruction, class environment, and healthy life) attitudes about PE (9 subscales, e.g., subject interest, attention, willingness, achievement motivation), and intrinsic motivation in PE. Structural equation modeling and multiple group analysis were utilized and revealed that perceptions of the caring climate predicted interest in PE, which in turn influenced intrinsic motivation; intrinsic motivation also mediated the relationship to interest, satisfaction, and attitudes in PE (?²= 1366.007 df= 202, CFI=.901, TLI=.887, RMSEA=.089, RMR=.046). Results of the multiple group analysis indicated no gender difference in terms of path coefficients in the proposed model, except one path which from perceived caring climate to interest in PE factors. This result indicated that male students' path coefficient from perceived caring climate to interest in PE scales was stronger than female students' path coefficient. Results suggest that a caring climate in PE classes is associated with students experiencing higher intrinsic motivation and interest in the subject, and then demonstrating greater satisfaction and more positive attitudes. Future research should consider how these motivational processes have potential to help students’ develop habits of being physically active that they carry with them through adolescence and young-adulthood.