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

Item request has been placed! ×
Item request cannot be made. ×
  Processing Request
  • Source:
    ICHPER-SD Journal of Research, v8 n2 p3-11 Fall-Win 2013. 9 pp.
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1034015
      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
    • ISSN:
      1930-4595
    • Subject Terms:
    • Subject Terms:
    • Subject Terms:
    • Keyword:
      Ontario, British Columbia, Motivated Strategies for Learning Questionnaire
    • 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
    • Physical Description:
      9
    • Education Level:
      High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools; Grade 10
    • Journal Code:
      APR2018
    • Publication Date:
      2014
    • Accession Number:
      EJ1034015
  • Citations
    • ABNT:
      LODEWYK, K. R.; GAO, Z. Fitness-Specific Epistemic Beliefs, Effort Regulation, Outcomes, and Indices of Motivation in High School Physical Education. ICHPER-SD Journal of Research, [s. l.], v. 8, n. 2, p. 3–11, 2013. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1034015. Acesso em: 10 dez. 2019.
    • AMA:
      Lodewyk KR, Gao Z. Fitness-Specific Epistemic Beliefs, Effort Regulation, Outcomes, and Indices of Motivation in High School Physical Education. ICHPER-SD Journal of Research. 2013;8(2):3-11. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1034015. Accessed December 10, 2019.
    • APA:
      Lodewyk, K. R., & Gao, Z. (2013). Fitness-Specific Epistemic Beliefs, Effort Regulation, Outcomes, and Indices of Motivation in High School Physical Education. ICHPER-SD Journal of Research, 8(2), 3–11. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1034015
    • Chicago/Turabian: Author-Date:
      Lodewyk, Ken R., and Zan Gao. 2013. “Fitness-Specific Epistemic Beliefs, Effort Regulation, Outcomes, and Indices of Motivation in High School Physical Education.” ICHPER-SD Journal of Research 8 (2): 3–11. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1034015.
    • Harvard:
      Lodewyk, K. R. and Gao, Z. (2013) ‘Fitness-Specific Epistemic Beliefs, Effort Regulation, Outcomes, and Indices of Motivation in High School Physical Education’, ICHPER-SD Journal of Research, 8(2), pp. 3–11. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1034015 (Accessed: 10 December 2019).
    • Harvard: Australian:
      Lodewyk, KR & Gao, Z 2013, ‘Fitness-Specific Epistemic Beliefs, Effort Regulation, Outcomes, and Indices of Motivation in High School Physical Education’, ICHPER-SD Journal of Research, vol. 8, no. 2, pp. 3–11, viewed 10 December 2019, .
    • MLA:
      Lodewyk, Ken R., and Zan Gao. “Fitness-Specific Epistemic Beliefs, Effort Regulation, Outcomes, and Indices of Motivation in High School Physical Education.” ICHPER-SD Journal of Research, vol. 8, no. 2, Jan. 2013, pp. 3–11. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1034015.
    • Chicago/Turabian: Humanities:
      Lodewyk, Ken R., and Zan Gao. “Fitness-Specific Epistemic Beliefs, Effort Regulation, Outcomes, and Indices of Motivation in High School Physical Education.” ICHPER-SD Journal of Research 8, no. 2 (January 1, 2013): 3–11. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1034015.
    • Vancouver/ICMJE:
      Lodewyk KR, Gao Z. Fitness-Specific Epistemic Beliefs, Effort Regulation, Outcomes, and Indices of Motivation in High School Physical Education. ICHPER-SD Journal of Research [Internet]. 2013 Jan 1 [cited 2019 Dec 10];8(2):3–11. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1034015