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- Title
Class-Related Emotions in Secondary Physical Education: A Control-Value Theory Approach.
- Authors
Simonton, Kelly L.; Garn, Alex C.; Solmon, Melinda Ann
- Abstract
Purpose: Grounded in control-value theory, a model of students' achievement emotions in physical education (PE) was investigated. Methods: A path analysis tested hypotheses that students' (N = 529) perceptions of teacher responsiveness, assertiveness, and clarity predict control and value beliefs which, in turn, predict enjoyment and boredom. Results: Teacher clarity predicted student control (β = .31; R² = .09) and value (β = .21; R² = .07) beliefs. Value and control beliefs positively predicted enjoyment (β = .71; β = .11; R2 = .58) and negatively predicted boredom (β = -.61; β = -.13; R² = .47). Discussion: Findings provide meaningful information about the source of students' emotional experiences in PE. The importance of instructional clarity within the model highlights the need for teachers to use a variety of clarifying strategies during instruction. The strong links between value beliefs and emotions suggest teachers need to explicitly discuss the intrinsic and extrinsic worth of PE content.
- Subjects
EMOTIONS; PHYSICAL education; STUDENTS; ACADEMIC achievement; TEACHERS
- Publication
Journal of Teaching in Physical Education, 2017, Vol 36, Issue 4, p409
- ISSN
0273-5024
- Publication type
Article
- DOI
10.1123/jtpe.2016-0131