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Performance grading and motivational functioning and fear in physical education : A self-determination theory perspective

Performance grading and motivational functioning and fear in physical education : A self-determination theory perspective

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KRIJGSMAN, Christa, Maarten VANSTEENKISTE, Jan VAN TARTWIJK, Jolien MAES, Lars BORGHOUTS, Greet CARDON, Tim MAINHARD, Leen HAERENS, 2017. Performance grading and motivational functioning and fear in physical education : A self-determination theory perspective. In: Learning and Individual Differences. 55, pp. 202-211. ISSN 1041-6080. eISSN 1873-3425. Available under: doi: 10.1016/j.lindif.2017.03.017

@article{Krijgsman2017-04Perfo-44443, title={Performance grading and motivational functioning and fear in physical education : A self-determination theory perspective}, year={2017}, doi={10.1016/j.lindif.2017.03.017}, volume={55}, issn={1041-6080}, journal={Learning and Individual Differences}, pages={202--211}, author={Krijgsman, Christa and Vansteenkiste, Maarten and van Tartwijk, Jan and Maes, Jolien and Borghouts, Lars and Cardon, Greet and Mainhard, Tim and Haerens, Leen} }

Maes, Jolien Performance grading and motivational functioning and fear in physical education : A self-determination theory perspective Cardon, Greet 2017-04 Mainhard, Tim Haerens, Leen Borghouts, Lars 2019-01-08T12:08:04Z Vansteenkiste, Maarten Cardon, Greet eng Maes, Jolien Haerens, Leen van Tartwijk, Jan Borghouts, Lars Grounded in self-determination theory, the present study examines the explanatory role of students' perceived need satisfaction and need frustration in the relationship between performance grading (versus non-grading) and students' motivation and fear in a real-life educational physical education setting. Grading consisted of teacher judgments of students' performances through observations, based on pre-defined assessment criteria. Thirty-one classes with 409 students (M<sub>age</sub> = 14.7) from twenty-seven Flemish (Belgian) secondary schools completed questionnaires measuring students' perceived motivation, fear and psychological need satisfaction and frustration, after two lessons: one with and one without performance grading. After lessons including performance grading, students reported less intrinsic motivation and identified regulation, and more external regulation, amotivation and fear. As expected, less need satisfaction accounted for (i.e., mediated) the relationship between performance grading and self-determined motivational outcomes. Need frustration explained the relationship between performance grading and intrinsic motivation, as well as less self-determined motivational outcomes. Theoretical and practical implications are discussed. Krijgsman, Christa Vansteenkiste, Maarten Attribution-NonCommercial-NoDerivatives 4.0 International Krijgsman, Christa Mainhard, Tim 2019-01-08T12:08:04Z van Tartwijk, Jan

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