Open AccessMotivational Orientation of Primary School Students in Physical Education Classes / Motivacione orijentacije učenika osnovne škole u nastavi fizičkog vaspitanja
Author(s) -
Nikola Lukić,
Veljko Vukićević,
Gojko Škundrić,
Slobodan Vignjević
Publication year - 2020
Publication title -
sportske nauke i zdravlje
Language(s) - English
Resource type - Journals
eISSN - 2232-822X
pISSN - 2232-8211
DOI - 10.7251/ssh1902149l
Subject(s) - intrinsic motivation , physical education , psychology , context (archaeology) , promotion (chess) , test (biology) , scope (computer science) , mathematics education , pedagogy , social psychology , political science , politics , paleontology , computer science , law , biology , programming language
Physical education is considered to be a favorable context for achieving significant educational outcomes and promotion of physical activity in children and young people. The real scope of physical education is largely dependent on student motivation. The theory of self-determination as a kind of motivation of the motivation, offers a grateful framework for understanding the motivation of students in the teaching of physical education. On a sample of 121 respondents, from fifth through seventh grade and the same students, after one year, a self-regulation questionnaire was applied in order to examine students’ motivational orientations. The student survey was conducted at the time of physical education at the elementary school “Branko Radičević” in Odžaci. Based on the results of motivational orientations of students obtained with the t-test for dependent samples, we obtained that there are statistically significant differences in the identified regulation and intrinsic motivation, while for other types of motivation the differences are small but not statistically significant. With differences between boys and girls at initial and final measurement in motivational orientations in physical education, in amotation we received statistically significant differences only on the final measurement. There was no change in external regulation, while in the introjected regulation there was a change only in the final measurement. With the identified regulation and intrinsic motivation, the results showed that there are statistically significant differences both on the initial and the final measurement. When it comes to boys, statistically significant differences are obtained in the identified regulation and intrinsic motivation. Regarding only girls, statistically significant differences existed in the identified regulation and intrinsic motivation as well as in the introjected regulation and amotization, while the difference was not only present in the external regulation.