Using cluster analysis to examine the combinations of motivation regulations of physical education students.
According to self-determination theory, motivation is multidimensional, with motivation regulations lying along a continuum of self-determination (Ryan & Deci, 2007). Accounting for the different types of motivation in physical activity research presents a challenge. This study used cluster analysis to identify motivation regulation profiles and examined their utility by testing profile differences in relative levels of self-determination (i.e., self-determination index), and theoretical antecedents (i.e., competence, autonomy, relatedness) and consequences (i.e., enjoyment, worry, effort, value, physical activity) of physical education motivation. Students (N= 386) in 6th- through 8th-grade physical education classes completed questionnaires of the variables listed above. Five profiles emerged, including average (n = 81), motivated (n = 82), self-determined (n = 91), low motivation (n = 73), and external (n = 59). Group difference analyses showed that students with greater levels of self-determined forms of motivation, regardless of non-self-determined motivation levels, reported the most adaptive physical education experiences.
Educational Leadership and Counseling Psychology, Washington State University, Pullman, WA, USA.
Sarah
S
Ullrich-French
Anne
A
Cox
D000704:Analysis of Variance; D002648:Child; D002652:Child Behavior / Q000502:physiology / Q000523:psychology; D016000:Cluster Analysis; D005260:Female; D006801:Humans; D008297:Male; D009042:Motivation; D026684:Personal Autonomy; D010806:Physical Education and Training / Q000706:statistics & numerical data*; D011795:Surveys and Questionnaires