Open AccessIntrinsic and Extrinsic Motivation in Physical Education Class and the Differences between Two Educational Pathways
Author(s) -
Ricardo Ferraz,
Luís Branquinho,
Miguel Leite Borges da Mata Pereira,
Mário C. Marques,
Henrique P. Neiva,
Daniel A. Marinho
Publication year - 2021
Publication title -
international journal of physical education, fitness and sports
Language(s) - English
Resource type - Journals
eISSN - 2457-0753
pISSN - 2277-5447
DOI - 10.34256/ijpefs2138
Subject(s) - intrinsic motivation , physical education , psychology , class (philosophy) , self determination theory , context (archaeology) , goal theory , mathematics education , social psychology , political science , computer science , paleontology , autonomy , artificial intelligence , law , biology
This study aimed to determine the most and least important reasons for engaging in physical education classes among students in two educational pathways within the context of intrinsic and extrinsic motivation. Forty-one students participated in the study (25 males and 16 females; mean age = 16.37 ± 0.829). The sample was divided based on two class types: regular education and professional education. All students answered a questionnaire that aimed to verify the most and least important reasons for students to engage in physical education classes concerning intrinsic and extrinsic motivation. Indicated that both regular education and professional education classes had intrinsic and extrinsic motivation. The results also revealed that the participation of students was based essentially on their intrinsic motivation, but for different reasons when comparing the two educational pathways. Both types of the class were intrinsically and extrinsically motivated to participate in physical education classes.