Economic status as a predictor of motivational and affective experiences in Physical Education and physical activity intentions: a cross-sectional study in six European countries

Saoudi, Ilyes; Sarrazin, Philippe; Papaioannou, Athanasios G.; Κrommidas, Charalampos; Borrueco, Marta; Gobbi, Erica; Martins, João; Appleton, Paul R.; Maltagliati, Silvio; Erturan, Gökçe; Tessier, Damien; Escriva–Boulley, Géraldine; Ramis, Yago; Demirhan, Gıyasettin; Carraro, Attilio; Duda, Joan L.; Digelidis, Nikolaos; Loules, George; Cheval, Boris; Chalabaev, Aïna

doi:10.31234/osf.io/zg3sb

Cited by 1 publication

(1 citation statement)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, lower economic status was associated with less adaptive experiences of PE activities, where gender moderated this relationship, and girls showed less adaptive outcomes in motivation and affective experiences in sport. (Saoudi et al, 2023).Boys have better emotional experiences than girls in PE class activities (Fierro-Suero et al, 2022). The existence of physical, psychomotor and psychological differences between male and female students can influence PE learning outcomes.…”

Section: Discussionmentioning

confidence: 99%

Achievement of Physical Education Learning Results Based on Gender Review and Learning Motivation on High School Students in the Yogyakarta Region, Indonesia

Martono,

Suherman,

Nugroho

et al. 2024

Retos

View full text Add to dashboard Cite

This research aims to examine differences in Physical Education (PE) learning outcomes for high school students based on gender and learning motivation. The sample in this research was 84 high school students in Yogyakarta and was taken using a simple random sampling system. Data analysis used descriptive statistics and inferential factorial two-way anova. The mean score for male students in the low learning motivation category was 86.29 and female students in the low learning motivation category was 83.71. The mean score for male students in the moderate learning motivation category was 83.21 and female students in the moderate learning motivation category was 84.14. The mean score for male students in the high learning motivation category is 85.64 and female students in the high learning motivation category is 82.64. The results of the Anova test on the learning motivation factor variable value Sig. 0.42 < 0.05 means that there is a significant difference or influence between students' learning motivation (low, medium and high) on PE learning outcomes. In the gender factor variable, the Sig. value 0.001 < 0.05 means that there is a significant difference or influence between gender (male and female) on PE learning achievement. Next, on the variables of learning motivation and gender, the Sig. value 0.000 < 0.05 means that there is an influence or interaction between learning motivation factors and gender on students' PE learning outcomes. The conclusion is that PE design needs to take into account the specifics of gender and type of sport. This is so that male and female students have the right to exercise according to their portion in order to benefit from the PE program at school. Apart from that, it is also to provide maximum enjoyment and achievement for students in various games and sports activities in PE without any pressure. The conclusion is that motivational factors and gender significantly interact and influence students' PE learning outcomes. Therefore, it is important for teachers to consider these two factors in designing and implementing effective PE learning, paying special attention to the specific needs and conditions of each student based on their respective learning motivation and gender. Keywords: Achievement, Learning Results, Physical Education, Students, Gender, Learning Motivation

show abstract

Section: Discussionmentioning

confidence: 99%