The role of motivation and metacognition on the development of cognitive and affective responses in physical education les-sons: A self-determination approach

Autores

  • Yannis Karagiannidis Department of Physical Education and Sport Science Democritus University of Thrace
  • Vassilis Barkoukis School of Physical Education and Sport Science Aristotle University of Thessaloniki
  • Vassilis Gourgoulis Department of Physical Education and Sport Science Democritus University of Thrace
  • George Kosta Department of Physical Education and Sport Science Democritus University of Thrace
  • Panagiotis Antoniou Department of Physical Education and Sport Science Democritus University of Thrace

DOI:

https://doi.org/10.6063/motricidade.3661

Resumo

The study investigated the role of motivation and metacognition in the formation of cognitive and affective outcomes from participation in physical education lessons within the framework of self-determination theory. A sample of 630 adolescents (M age = 14.06, SD = .29) participated in the study. Participants completed questionnaires including measures of perceived autonomy support in PE, autonomous motivation in PE, metacognitive processes in PE, enjoyment, boredom in PE and intention for leisure-time physical activity. Multiple linear regression analyses revealed that perceptions of autonomy supportive motivational climate significantly predicted enjoyment, boredom and intentions towards leisure-time physical activity. In addition autonomous motivation and metacognition significantly predicted enjoyment, boredom and intentions, whereas controlling motivation was a significant predictor of boredom. Multiple mediation modeling indicated that perceptions of autonomy supporting climate on these responses was mediated mainly by autonomous motivation and metacognition. The findings of the present study provide valuable information on the mediating role of autonomous motivation and metacognition on the effects of autonomy supportive motivational climate on students’ cognitive and affective responses during physical education lessons.

Downloads

Publicado

2015-04-30

Edição

Vol. 11 N.º 1 (2015)

Secção

Artigos Originais

Licença

Os autores dos manuscritos submetidos para publicação deverão ceder, a título integral e permanente, os direitos de autor (copyright) à revista Motricidade e às Edições Sílabas Didáticas. A cedência de direitos de autor permite a publicação e divulgação do artigo em formato impresso ou eletrónico e entrará em vigor a partir da data de aceitação do manuscrito. Os autores concedem, ainda, os direitos para a revista Motricidade utilizar e explorar o respetivo artigo, nomeadamente para licenciar, ceder ou vender o seu conteúdo a bases de resumos/indexação ou outras entidades.

Nos termos da licença “Creative Commons”, os autores poderão reproduzir um número razoável de exemplares para uso pessoal ou profissional, mas sem fins comerciais. Nos termos da licença SHERPA/RoMEO, os autores poderão, ainda, disponibilizar/arquivar uma cópia digital final (versão postprint) do artigo no seu website ou no repositório científico da sua instituição.