Fitness-Specific Epistemic Beliefs, Effort Regulation, Outcomes, and Indices of Motivation in High School Physical Education

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  • Author(s): Lodewyk, Ken R.; Gao, Zan
  • Language:
    English
  • Source:
    ICHPER-SD Journal of Research. Fall-Win 2013 8(2):3-11.
  • Publication Date:
    2013
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      International Council for Health, Physical Education, Recreation, Sport, and Dance. 1900 Association Drive, Reston, VA 20191. Tel: 703-476-3462; Fax: 703-476-9527; e-mail: [email protected]; Web site: http://www.ichpersd.org
    • Peer Reviewed:
      Y
    • Source:
      9
    • Education Level:
      High Schools
      Secondary Education
      Grade 9
      Junior High Schools
      Middle Schools
      Grade 10
    • Subject Terms:
      High School Students; Grade 9; Grade 10; Physical Education; Student Attitudes; Epistemology; Beliefs; Physical Fitness; Goal Orientation; Student Surveys; Factor Analysis; Path Analysis; Outcomes of Education; Foreign Countries; Personal Autonomy; Factor Structure; Regression (Statistics); Statistical Analysis
    • Subject Terms:
      Canada
    • Subject Terms:
      Motivated Strategies for Learning Questionnaire
    • ISSN:
      1930-4595
    • Abstract:
      Epistemic beliefs are deeply held convictions about the nature of knowledge, knowing, and learning. In this study, approximately 500 ninth and tenth-grade physical education (PE) students completed fitness-specific measures assessing their epistemic beliefs in the simplicity and stability of knowledge and the speed of its acquisition along with their effort regulation, fitness outcomes (grade, level, and frequency), and indices of fitness motivation (goal orientation, value, perceived autonomy support). Participants completed three surveys during their regular PE class. Exploratory and confirmatory factor analyses revealed two reliable epistemic belief factors similar to those previously reported in PE (the simple-integration of fitness knowledge; stable-and-useless fitness knowledge). This provided some support for the generality of epistemic beliefs across PE and fitness. As expected, epistemic beliefs related negatively to indices of motivation and effort regulation. An intrinsic goal orientation and a view for the simplicity of fitness knowledge predicted fitness outcome and a statistically significant pathway was observed from simple and stable epistemic beliefs and indices of motivation to fitness outcomes through effort regulation. The study provides particular fresh insights into the nature of epistemic beliefs, their relations to effort regulation and indices of motivation, and their potential influence on fitness outcomes in PE and beyond.
    • Abstract:
      As Provided
    • Number of References:
      63
    • Publication Date:
      2014
    • Accession Number:
      EJ1034015