Relationships Between Students’ Emotional Experiences and Cognitive and Physical Achievement During a Middle School Hybrid Sport Education Tactical Model Season

IF 1.8 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching in Physical Education Pub Date : 2023-12-14 DOI:10.1123/jtpe.2023-0022
Kelly L. Simonton, Tristan Wallhead, Ben D. Kern
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Abstract

Purpose: Despite evidence regarding emotions’ impact on learners, there remains a paucity of research examining the relationships between student emotions and achievement within contemporary instructional models. Grounded in the Control-Value Theory of Achievement Emotions, changes in middle school students’ motivational beliefs, emotions, and learning outcomes across one hybrid Sport Education Tactical Model season were examined. Methods: Middle school students (N = 72) completed pre–post surveys regarding their control-value beliefs and emotions. They also completed physical and cognitive tests, and daily physical activity tracking. Repeated measures of multivariate covariance and regression were tested. Results: Students’ perceived control improved, while their extrinsic value reduced. Emotions did not significantly change, while cognitive exam scores and game performance increased. Conclusion: Emotions varied and influenced intentions for play as opposed to learning and achievement. The study provides preliminary insights into the complexity of how student emotions connect to their motivation and learning within the hybrid Sport Education Tactical Model.

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初中混合体育教育战术模式赛季中学生的情感体验与认知和体育成绩之间的关系
目的:尽管有证据表明情绪对学习者有影响,但在当代教学模式中,对学生情绪和成绩之间关系的研究仍然很少。本研究以 "成就情绪控制价值理论 "为基础,考察了中学生在一个混合体育教育战术模式赛季中的动机信念、情绪和学习成果的变化。研究方法中学生(72 人)完成了有关其控制价值信念和情绪的事前-事后调查。他们还完成了体能和认知测试以及日常体育活动跟踪。对多元协方差和回归的重复测量进行了测试。结果显示学生的感知控制能力有所提高,而外在价值则有所降低。情绪没有明显变化,而认知考试成绩和游戏表现有所提高。结论与学习和成绩相比,情绪对游戏意向的影响各不相同。这项研究初步揭示了在混合体育教育战术模型中,学生的情绪如何与他们的动机和学习联系在一起的复杂性。
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来源期刊
Journal of Teaching in Physical Education
Journal of Teaching in Physical Education 社会科学-运动科学
CiteScore
4.20
自引率
21.40%
发文量
69
审稿时长
>12 weeks
期刊介绍: The Journal of Teaching in Physical Education (JTPE) features peer-reviewed research articles based on classroom and laboratory studies, descriptive and survey studies, summary and review articles, and discussion of current topics of interest to physical educators at every level. JTPE is endorsed by the Curriculum and Instruction Academy of the National Association for Sport and Physical Education and the International Association for Physical Education in Higher Education.
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