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Perceived locus of causality, goal orientations, and perceived competence in school physical education classes
Author(s) -
Goudas Marios,
Biddle Stuart,
Fox Kenneth
Publication year - 1994
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1994.tb01116.x
Subject(s) - psychology , competence (human resources) , locus of control , causality (physics) , physical education , developmental psychology , attribution , social psychology , goal orientation , mathematics education , physics , quantum mechanics
Ryan & Connell (1989) have demonstrated that different types of behavioural regulation can be located on a continuum of perceived autonomy or perceived locus of causality. The present study applied their formulation in the context of school physical education (PE) and examined the relationships of perceived autonomy, perceived competence and goal orientations with intrinsic interest across two PE activities. School students aged 12–14 years ( N =85) completed an adapted version of the Self‐Regulation Questionnaire (Ryan & Connell, 1989) and measures of perceived competence and intrinsic interest separately for two PE activities. They also completed the British version of the Task and Ego Orientation in Sport Questionnaire (Duda, Fox, Biddle & Armstrong, 1992). Students appeared to be differentially motivated for the two activities due to different perceptions of autonomy. Structural equation modelling analysis showed that perceived autonomy and task orientation had direct effects on intrinsic interest for both the activities. Perceived competence, however, was positively associated with intrinsic interest only for one of the activities. The implications of the results for the practice of physical education are discussed.