This study investigated a model of students control beliefs and task value in physical education (PE). Specifically, it examined relationships among students perceptions of their teachers communication and instructional clarity, control beliefs and values toward PE, and academic emotions. High school students (N= 529) completed valid and reliable instruments assessing perceptions of teacher characteristics, control, value, enjoyment, and boredom in PE. Descriptive statistics, bivariate correlations, and internal reliability estimates were calculated. A path analysis was used to test the hypothesis that teacher communication and clarity would be related to control-value appraisals which would in turn, positively predict enjoyment or boredom. Indirect effects of teacher variables and emotional experiences were also tested with the path analysis.
Findings revealed a good fit of the proposed model (CFI = .99; TLI = .96; RMSEA = .069). Teacher clarity was a stronger predictor than teacher communication of both control (â= .28, p< .01, R2 =. 09) and value (â= .19, p< .01, R2 =. 07). Students value beliefs toward PE positively predicted enjoyment (â= .71, p< .001) and negatively predicted boredom (â= -.61, p< .001). Control beliefs negatively predicted boredom (â= -.13, p< .05). A total of 58% of the variance in enjoyment and 47% in boredom were explained in the model.
This study provides information about establishing effective learning environments that help PE students experience more enjoyment and less boredom. The tenets of control value theory (Pekrun, 2006) were supported, suggesting the framework can systematically investigate student emotions in PE contexts. From a practical standpoint, the importance of instructional clarity in relation to student control and value beliefs in PE highlight the need for teachers to use a variety of clarifying strategies such as effective demonstrations, individual and group feedback, and redirection and refinement when students are confused. Clarity and content value are especially important for secondary PE because this can shape students healthy habits as they move into adulthood. Emotional experience is consequently an important outcome that can link to increases in learning and healthy habits outside of school.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-04012016-092003 |
| Date | 12 April 2016 |
| Creators | Simonton, Kelly L |
| Contributors | Solmon, Melinda, Garn, Alex, Webster, Elizabeth |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-04012016-092003/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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