Personal and Situational Factors Influencing Intrinsic Interest of Adolescent Girls in School Physical Education: a structural equation modelling analysis

Abstract

This study assessed the influence of individual and contextual factors on adolescent girls' interest in school physical education (PE). Specifically, girls (N = 700) were assessed on: (a), perceptions of their PE class climate, using the Perceived Motivational Climate Scale (PMCS, Cury et al., 1994; (b) dispositional achievement goal orientations, using the French version of the Perception of Success Questionnaire (POSQ, Durand et al M in press; and (c) the interest and competence subscales from the French version of the Intrinsic Motivation Inventory (IMI, Cury et al., 1994a). Structural equation modelling analysis, using LISREL VII, showed an excellent fit with the hypothesised model. Specifically, situational class climate was found to be more important than individual goals in influencing pupil interest in PE. However, perceived competence also influenced interest, as did a mastery goal orientation. Results are discussed in the context of theoretical propositions of goal perspectives theory and practical issues of enhancing adolescent girls' interest in physical education.

Understanding the Dynamics of Motivation in Sport and Physical Activity: An Achievement Goal Interpretation

“…In the studies just cited, ego orientation was either inversely related or unrelated to intrinsic interest, satisfaction, or enjoyment. Participants with a high task orientation, in combination with either a high or low ego orientation, experience greater enjoyment than those participants who are high in ego orientation and low in task orientation (Biddle, Akande, Vlachopoulos, & Fox, 1996;Cury et al, 1996;Goudas, Biddle, & Fox, 1994;. A task 8 Motivation, Emotion, and Psychophysiology orientation seems to be especially important for continued participation in physical activity as it is associated with enjoyment, and this occurs regardless of one's perceived success (Goudas et al, 1994) or perceived ability (Vlachopoulos & Biddle, 1997) and intrinsic interest (Goudas, Biddle, Fox, & Underwood, 1995).…”

Validation of the Spanish Language Version of the Learning and Performance Orientations in Physical Education Classes Questionnaire. (Validación de la versión Española del Cuestionario de Orientaciones al Aprendizaje y el Rendimiento en las clases de Educación Física).

“…This questionnaire has been validated in the French context by Biddle, Cury, Goudas, Sarrazin, Famose and Durand (1995). Exploratory (Cury, Biddle, Famose, Goudas, Sarrazin & Durand, 1996) and confirmatory (Biddle et al, 1995) factor analysis revealed two higher order factors called mastery and comparison (synonymous with performance climate). However, in the process of translation to French, some items were deleted to improve the internal consistency of the scales.…”

Peers, parents, and coaches, oh my! The relation of the motivational climate to boys' intention to continue in sport

“…For example, Cury et al (1996) examined adolescent girls' perceptions of the motivational climate and their interest in school physical education (PE) classes. Students' perceptions of a task-involving environment were related to having a task goal orientation (R 2 ¼ .47), which in turn, was associated with feeling intrinsically motivated in PE class (R 2 ¼ .09).…”