6533b833fe1ef96bd129b9bd

RESEARCH PRODUCT

Self-regulated Learning in Physical Education: An Analysis of Perceived Teacher Learning Support and Perceived Motivational Climate as Context Dependent Predictors in Upper Secondary School

Tommy HaugenEva LeibingerAron LaxdalAtle MjåtveitRune Giske

subject

Goal orientationContext effectLearning environment05 social sciences050301 educationContext (language use)Assessment for learningEducationPhysical educationDevelopmental psychologyFormative assessment:Samfunnsvitenskap: 200::Pedagogiske fag: 280 [VDP]0501 psychology and cognitive sciencesSelf-regulated learningPsychology0503 education050104 developmental & child psychology

description

The aim of this cross-sectional study was to investigate the relationship between teacher learning support, motivational climate and self-regulated learning in upper-secondary school physical education. A sample consisting of 554 upper secondary school students from Norway (Mage = 17.05, SD = 0.91) answered a survey pertaining to their everyday experiences in physical education. A multiple regression based structural equation model indicated that teacher learning support, ego-involving motivational climate and task-involving motivational climate were all significant positive predictors of self-regulated learning, with teacher learning support emerging as the most prominent predictor. These results add to the cumulative knowledge that exists on the relationship between teacher dependent environmental factors and individual behavior within the physical education context.

yearjournalcountryeditionlanguage
2019-12-10Scandinavian Journal of Educational Research
https://doi.org/10.1080/00313831.2019.1689164