Promoting enjoyment in girls' physical education: The impact of goals, beliefs, and self-determination

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The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation (2016, methodology): “These subscales have been used in previous physical education-based studies in which adequate validity and acceptable internal reliability was demonstrated (Ntoumanis 2001; Wallhead and Ntoumanis 2004; Wang and Liu 2007; Mandigo et al. 2008; Perlman 2010).”
Measuring student motivation for physical education: examining the psychometric properties of the Perceived Locus of Causality Questionnaire and the Situational Motivation Scale (2011, background): “However, there is only limited evidence of research employing these scales in nonWestern nations (Hagger, Chatzisarantis, Barkoukis, Wang, & Baranowski, 2005; Wang & Liu, 2007).”
Beyond positive and negative affect: achievement goals and discrete emotions in the elementary physical education classroom. (2009, result): “The relationship of ego goals to enjoyment is less clear, with some studies finding evidence for a positive association (e.g., Wang & Liu, 2007 ), but other studies failing to confirm such a relation (e.g., Duda & Nicholls, 1992; Spray, Biddle, & Fox, 1999).”
Research on self-determination in physical education: key findings and proposals for future research (2014, background): “The authors of 20 studies acknowledged not having considered additional (contextual) variables, such as the perceived environment of the students as mentioned in the study of Wang and Liu (2007).”