| 作成者 |
|
|
|
|
|
|
|
|
|
|
|
| 本文言語 |
|
| 出版者 |
|
| 発行日 |
|
| 収録物名 |
|
| 巻 |
|
| 開始ページ |
|
| 終了ページ |
|
| 出版タイプ |
|
| アクセス権 |
|
| JaLC DOI |
|
| 概要 |
The purpose of this study was to examine the relationships among perceived motivational climates in physical education class, goal orientations, and Zest for Living of senior high school students. Our... basic study model was that the presence of two motivational climates in physical education classes would promote goal orientations, and goal orientations would promote Zest for Living. The sample comprised 257 senior high school students (mean age=15.1±0.4years). The measures used included a questionnaire on motivational climates in physical education (mastery climate, performance climate, and cooperative climate), a scale assessing goal orientations (student task orientation and student ego orientation), and a scale assessing Zest for Living. The validity of this model was verified using structural equation modeling by every 3 classes type (running high jump class, volleyball class, and long-distance races class). Furthermore, the results of the study suggested the following processes: (1) Mastery climate and cooperative climate had positive influence on task orientation, which in turn had a positive influence on Zest for Living. (2) Cooperative climate had positive influence on Zest for Living. (3) Performance climate and cooperative climate had positive influence on ego orientation, but which in turn hadn’t an influence on Zest for Living (running high jump class and volleyball class). (4) Performance climate and cooperative climate had positive influence on ego orientation, which in turn had a positive influence on Zest for Living (long-distance races class only). Summary, to enhance Zest for Living of senior high school students, it is important for teachers to cultivate a mastery climate and cooperation climate in physical education class.続きを見る
|
Mendeley出力
