A Theoretical Conceptualization for Motivation Research in Physical Education: An Integrated Perspective

By Ang Chen. 2001

197 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8a28f8825cf707909dbe27498ec4c2fa8623d658

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

In Physical Therapy, Sports Therapy and Rehabilitation

In Social Psychology

Citations in the corpus

Self-determination in physical education: designing class environments to promote active lifestyles (2007, background): “Further, it is apparent that few students choose to continue in physical education once they have met the high school graduation requisite (Chen, 2001).”
Goals, Interests, and Learning in Physical Education (2004, methodology): “Chen (2001) used the individual-situational interest framework in achievement-motivation research in physical education especially to examine motivation effects of situational interest in learning.”
Effects of a Sport Education Intervention on Students’ Motivational Responses in Physical Education (2004, background): “Those using this perspective are concerned with reasons for motivated behavior (Chen, 2001).”
Individual and Situational Interest: The Role of Gender and Skill☆ (2002, background): “…such as those in the low quartile in this study, how intrinsic and extrinsic sources of motivation can be utilized to enhance their motivation should be the center of motivation and interest research (Chen, 2001; Hidi & Harackiewicz, 2001) regardless of the academic domain they are studying in.”
An Idiographic Analysis of Amotivation in Compulsory School Physical Education (2004, background): “Past research has also shown that lack of autonomy is associated with dissatisfaction and amotivation in PE (Chen, 2001; Coakley & White, 1992; Ntoumanis, 2002).”
A self-determined perspective of the Sport Education Model (2010, background): “Student motivation has been an important research focus in physical education for a number of years due to the empirical evidence connecting motivation with an increased level of learning (Chen 2001 ), continued participation in activity inside and outside the educational setting (Ntoumanis 2001 ,”
Gender and Interest-Based Motivation in Learning Dance. (2003, background): “In other words, research has rarely addressed gender-related motivation issues with specific measures of learning outcomes in authentic physical education settings (Chen, 2001).”
Achievement Goals, Social Goals, and Students’ Reported Persistence and Effort in High School Physical Education (2006, background): “As Xiang, Chen, and Bruene (2005) pointed out, “The success or failure of curriculum reform might be dependent, in part, on the extent to which children are motivated to actively participate in learning tasks in physical education classes” (p.”
The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation (2016, background): “…research has associated intrinsic motivation with higher levels of active engagement (Ntoumanis 2001), increased levels of student learning (Chen 2001; Hagger et al. 2003; Tjeerdsma-Blankenship 2008), enhanced concentration and effort (Standage, Duda, and Ntoumanis 2003), continued…”