Işıkgöz Mustafa Enes
Department of Rectorate, Sakarya University, Sakarya, Türkiye.
PLoS One. 2025 Jun 30;20(6):e0327393. doi: 10.1371/journal.pone.0327393. eCollection 2025.
The purpose of this study was to examine the relationship between the intrinsic, extrinsic, and amotivation levels of high school students toward physical education and their emotions of achievement. The study was carried out in the fall semester of the 2024-2025 academic year, with 1399 students studying at various high schools in Turkey. Participants' motivation levels were assessed using the "Motivation for Participation in Physical Education Lesson Scale," and their achievement emotions were evaluated with the "Achievement Emotions Scale for Physical Education." A cross-sectional design was used in the study and data were analysed using structural equation modelling. The findings showed intrinsic motivation strongly related to positive achievement emotions and negatively to negative ones. Extrinsic motivation was weakly correlated with positive achievement emotions and not significantly with negative ones. Amotivation negatively correlated with positive achievement emotions and positively correlated with negative ones. Students' motivation and emotions are influenced by how well their basic psychological needs are met, according to self-determination and psychological needs theories. The support of intrinsic motivation in physical education is essential for their achievement emotions and well-being. Teachers must promote autonomy, competence, and relatedness in learning environments. Future studies should test these findings in various cultural contexts using various data sources and longitudinal designs. Exploring technological and cultural influences on motivation will add valuable information to the literature.
本研究的目的是考察高中生对体育教育的内在、外在和无动机水平与他们的成就情绪之间的关系。该研究于2024 - 2025学年秋季学期进行，研究对象为土耳其各高中的1399名学生。使用“参与体育课动机量表”评估参与者的动机水平，并用“体育教育成就情绪量表”评估他们的成就情绪。本研究采用横断面设计，并使用结构方程模型对数据进行分析。研究结果表明，内在动机与积极的成就情绪呈强相关，与消极的成就情绪呈负相关。外在动机与积极的成就情绪呈弱相关，与消极的成就情绪无显著相关性。无动机与积极的成就情绪呈负相关，与消极的成就情绪呈正相关。根据自我决定理论和心理需求理论，学生的动机和情绪受到其基本心理需求满足程度的影响。体育教育中对内在动机的支持对学生的成就情绪和幸福感至关重要。教师必须在学习环境中促进自主性、能力和关联性。未来的研究应该使用各种数据源和纵向设计在不同文化背景下检验这些发现。探索技术和文化对动机的影响将为文献增添有价值的信息。
