{"title":"中学生体育情绪、情绪前因、自尊与体育活动意向的调查","authors":"Kelly L. Simonton, T. Layne","doi":"10.1123/jtpe.2022-0193","DOIUrl":null,"url":null,"abstract":"Purpose: Grounded in Control-Value Theory, this study aimed to investigate the relationships between emotional antecedents (control-value beliefs) and emotions with students' perceived self-esteem and physical activity intention. In addition, the potential differences in antecedents, emotions, and outcomes by gender were explored. Method: Multivariate analysis of variance and multiple hierarchical regressions were used to explore self-reported responses from middle school students (N = 247; 51% male, 49% female). Results: Preliminary analysis showed males reporting higher levels of intrinsic value, enjoyment, and self-esteem, while females reported more boredom and shame in PE. Control beliefs and intrinsic value were maintained as positive significant predictors (p < .05) of self-esteem and physical activity intention. Emotions of boredom and shame were significant predictors above any positive reported emotions for negatively impacting self-esteem and physical activity intention. Discussion/Conclusion: Emotions and their antecedents need consideration for understanding student motivation, particularly for female students who are more vulnerable to negative PE experiences.","PeriodicalId":50025,"journal":{"name":"Journal of Teaching in Physical Education","volume":"1 1","pages":""},"PeriodicalIF":1.8000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Investigating Middle School Students’ Physical Education Emotions, Emotional Antecedents, Self-Esteem, and Intentions for Physical Activity\",\"authors\":\"Kelly L. Simonton, T. Layne\",\"doi\":\"10.1123/jtpe.2022-0193\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Purpose: Grounded in Control-Value Theory, this study aimed to investigate the relationships between emotional antecedents (control-value beliefs) and emotions with students' perceived self-esteem and physical activity intention. In addition, the potential differences in antecedents, emotions, and outcomes by gender were explored. Method: Multivariate analysis of variance and multiple hierarchical regressions were used to explore self-reported responses from middle school students (N = 247; 51% male, 49% female). Results: Preliminary analysis showed males reporting higher levels of intrinsic value, enjoyment, and self-esteem, while females reported more boredom and shame in PE. Control beliefs and intrinsic value were maintained as positive significant predictors (p < .05) of self-esteem and physical activity intention. Emotions of boredom and shame were significant predictors above any positive reported emotions for negatively impacting self-esteem and physical activity intention. Discussion/Conclusion: Emotions and their antecedents need consideration for understanding student motivation, particularly for female students who are more vulnerable to negative PE experiences.\",\"PeriodicalId\":50025,\"journal\":{\"name\":\"Journal of Teaching in Physical Education\",\"volume\":\"1 1\",\"pages\":\"\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2023-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Teaching in Physical Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1123/jtpe.2022-0193\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Teaching in Physical Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1123/jtpe.2022-0193","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Investigating Middle School Students’ Physical Education Emotions, Emotional Antecedents, Self-Esteem, and Intentions for Physical Activity
Purpose: Grounded in Control-Value Theory, this study aimed to investigate the relationships between emotional antecedents (control-value beliefs) and emotions with students' perceived self-esteem and physical activity intention. In addition, the potential differences in antecedents, emotions, and outcomes by gender were explored. Method: Multivariate analysis of variance and multiple hierarchical regressions were used to explore self-reported responses from middle school students (N = 247; 51% male, 49% female). Results: Preliminary analysis showed males reporting higher levels of intrinsic value, enjoyment, and self-esteem, while females reported more boredom and shame in PE. Control beliefs and intrinsic value were maintained as positive significant predictors (p < .05) of self-esteem and physical activity intention. Emotions of boredom and shame were significant predictors above any positive reported emotions for negatively impacting self-esteem and physical activity intention. Discussion/Conclusion: Emotions and their antecedents need consideration for understanding student motivation, particularly for female students who are more vulnerable to negative PE experiences.
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.