Understanding Emotion in Physical Education Teaching: A Conceptual Framework for Research and Practice

Simonton, Kelly L.; Richards, K. Andrew R.; Washburn, Nicholas

doi:10.1080/00336297.2021.1915352

Cited by 17 publications

(12 citation statements)

References 45 publications

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“…In addition, this study found that the number of emotions that teachers reported decreased as the distance between the teachers and each system increased. Simonton et al (2021) took PE teachers as participants and used ecological dynamic systems theory to position their emotions within teachers' classrooms and their sociopolitical and cultural experiences. This study proposed a conceptual framework for understanding teacher emotion that accounts for the dynamic, evolving, and complex contexts in which teachers work, but it is not specifically for language teacher emotion.…”

Section: Studies Of Teacher Emotion In the Ecological Frameworkmentioning

confidence: 99%

A Narrative Case Study of Chinese Senior High School English Teachers’ Emotions: An Ecological Perspective

Sun

Gao

2021

Front. Psychol.

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Teacher emotion research is of great significance to teachers’ teaching effectiveness, professional development, and physical and mental health. Taken from an ecological perspective, this narrative case study used purposeful sampling to select two Chinese senior high school English teachers as research participants. Various data collection methods were used, including narrative framework, teacher interview and teacher reflection log, to describe the emotional episodes of Chinese senior high school English teachers before and after collective lesson presentation, trial teaching, and formal teaching in a teaching improvement project. The purpose of this collection of data was to explore the dynamic emotional development process and characteristics of Chinese senior high school English teachers in the interaction with ecological systems and those ecological factors that may influence their emotional development. Results indicated that the two participants developed 68 emotions: 39 positive and 29 negative emotions. At exosystem, they developed the most emotions (28 emotions). Teacher emotion changed with time quite obviously. They evolved from positive to negative and, finally, predominantly positive. Personal antecedents, contextual antecedents, and teachers’ emotional capacity are the main ecological factors that may influence the development of teacher emotion. Based on the research findings, implications for teachers’ professional development and teacher education were also provided.

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Section: Studies Of Teacher Emotion In the Ecological Frameworkmentioning

confidence: 99%

A Narrative Case Study of Chinese Senior High School English Teachers’ Emotions: An Ecological Perspective

Sun

Gao

2021

Front. Psychol.

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“…On the other hand, the validation of the factor structure of the PE-Grit is an ongoing process and future studies will have to endorse the results achieved in the present study. Future studies should analyse the predictive validity of the scale with respect to other variables such as motivation or engagement, which are fundamental elements for understanding the reasons for students’ perseverance in the educational system [ 34 ].…”

Section: Discussionmentioning

confidence: 99%

Adaptation and Testing of the Factorial Structure of the Physical Education Grit Scale for Use in Secondary Education in Spain

González-Bernal

Gonzalez-Bernal

Salavera

et al. 2022

IJERPH

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The challenges faced by students during Physical Education classes embrace both physical and academic aspects. Therefore, each individual possesses a series of internal psychological mechanisms, such as Grit, which allow them to adapt and overcome the vicissitudes. However, there are no scales that assess Grit in Span. Thus, the aim of the present study is to test the factor structure of the Physical Education Grit Scale in Span of Physical Education classes. For this purpose, 857 secondary school students took part in the present study. In order to test the factor structure, a confirmatory factor analysis, an exploratory factor analysis, an analysis of the reliability of the questionnaire and an analysis of temporal stability were carried out. The results showed that the factor structure consisted of two factors and four sub-factors (χ2/df = 2.17 (p = 0.001); CFI = 0.96; TLI = 0.96; IFI = 0.96; RMSEA = 0.051; SRMR = 0.037). In addition, the reliability and temporal stability analyses showed acceptable indices. Based on these results, evidence of reliability and validity of the Physical Education Grit Scale in Span of Physical Education is provided.

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“…Future studies should continue to analyze the factor structure of the AEQ-S PE as the development of a measurement instrument in an ongoing process. Future studies should analyze the association of the scale with other psychological variables such as motivation, a fundamental element in understanding the reasons for students to drop out or persevere in the educational system and performance (Simonton et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Adaptation and testing of the factorial structure of the Achievement Emotional Questionnaire-Short to the Spanish context of physical education classes

Trigueros

Aguilar-Parra

2022

European Physical Education Review

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The aim of the present study is to adapt and test the factor structure of the Achievement Emotions Questionnaire-Short version (AEQ-S) in the Spanish context of physical education, in order to assess students’ emotions toward the area of physical education (AEQ-S PE). A total of 1495 secondary school students with an average age of 15.66 years took part in the study. The scale was adapted using the Hambleton method and with the support of a group of expert psychologists and teachers. To analyze the psychometric properties of the questionnaire, several analyses were carried out, such as exploratory factor analysis, confirmatory factor analysis, reliability analysis, and criterion validity analysis. The results showed that the factor structure of the questionnaire is in accordance with the original one, supporting the structure of eight emotions. Reliability analyses were above .70 for the subscales. Additionally, the levels of temporal stability were adequate. In addition, criterion validity reflected the positive association of positive emotions with academic performance. In contrast, negative emotions showed a negative association with academic performance. The results of this study provide evidence of reliability and factorial validity of the AEQ-S PE in the Spanish context.

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Understanding Emotion in Physical Education Teaching: A Conceptual Framework for Research and Practice

Cited by 17 publications

References 45 publications

A Narrative Case Study of Chinese Senior High School English Teachers’ Emotions: An Ecological Perspective

A Narrative Case Study of Chinese Senior High School English Teachers’ Emotions: An Ecological Perspective

Adaptation and Testing of the Factorial Structure of the Physical Education Grit Scale for Use in Secondary Education in Spain

Adaptation and testing of the factorial structure of the Achievement Emotional Questionnaire-Short to the Spanish context of physical education classes

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