Trajectories of Student Responses in Physical Education Throughout A School Year: Study from A Self - Determination and Achievement Goal Theories Perspective

Abstract

The present study was set out to investigate the trajectories of motivational climate, motivational regulations and emotional responses in physical education (PE) classes throughout an academic season based on self-determination and achievement goal theories. The sample consisted of 457 high school students (M = 13.96 ± .73). Participants completed Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ), Self-Regulation Questionnaire and the enjoyment subscale of the Intrinsic Motivation Inventory were used in order to measure task and ego oriented motivational climate, motivational
regulations and enjoyment in PE, respectively. Results indicated that task oriented motivational climate, intrinsic motivation and enjoyment remained stable throughout the academic season. On the other hand, ego oriented climate and external regulation decreased at the end of the academic season. Findings indicate that students’ positive responses in PE can be maintained, especially when a task oriented motivational climate is promoted.