Year 2019, Volume 34 , Issue 2, Pages 372 - 386 2019-04-30

The Role of Teacher’s Feedback in Physical Education: Motivational Climate as Mediator
Beden Eğitiminde Öğretmen Geribildiriminin Rolü: Aracı Değişken Olarak Motivasyonel İklim

Gökçe ERTURAN İLKER [1] , Hülya AŞÇI [2]


The aim of this study was to investigate the role of perceived teachers’ feedback on the relationship among students’ perceptions of motivational climate, intrinsic and extrinsic motivations, enjoyment and concentration in physical education lessons. Total of 835 middle school students (MAge = 12.83 ± 0.67) voluntarily participated to the cross-sectional data collection. Convenience sampling was used to select schools from Denizli. Structural Equation Modelling showed that knowledge of performance feedback positively predicted perceived performance approach climate and perceived mastery climate positively predicted enjoyment, concentration and intrinsic motivation. Furthermore, perceived motivational climate was not found to mediate the relationship among perceived teacher feedback, motivation and lesson engagement. The results were discussed in terms of implications for physical education environment.

Bu araştırmanın amacı, beden eğitimi derslerinde öğretmenin geribildiriminin öğrencilerin algılanan motivasyonel iklim, içsel ve dışsal motivasyon, eğlence ve konsantrasyon düzeyleri üzerine etkisini incelemektir. Kesitsel veri toplamaya toplam 835 ortaokul öğrencisi (XYaş = 12.83 ± 0.67) gönüllü olarak katılmıştır. Denizli ilinden okulların seçiminde uygun örnekleme yöntemi kullanılmıştır. Yapısal eşitlik modeli sonuçları, performans bilgisi geribildiriminin algılanan performans yaklaşımı ikliminin pozitif tahmin edicisi olduğunu ve algılanan ustalık ikliminin eğlence, konsantrasyon ve içsel motivasyonun pozitif tahmin edicisi olduğunu ortaya koymuştur. Bunun yanında, algılanan motivasyonel iklimin, algılanan öğretmen geribildirimi ile motivasyon, eğlence ve konsantrasyon arasındaki ilişkiye aracılık etmediği belirlenmiştir. Sonuçlar, beden eğitimi ortamı için anlamı bakımından tartışılmıştır.

  • Agbuga, B., & Xiang, P. (2008). Achievement goals and their relations to self-reported persistence/effort in secondary physical education: A trichotomous achievement goal framework. Journal of Teaching in Physical Education, 27, 179-191.
  • Ames, C. (1992). Classrooms: goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261– 271.
  • Amorose, A.J. & Weiss, M.R. (1998). Coaching feedback as a source of ınformation about perceptions of ability: A developmental examination. Journal of Sport & Exercise Psychology, 20(4), 395-420.
  • Anderssen, N. & Wold, B. (1992). Parental and peer influences on leisure-time physical activity in young adolescents. Research Quarterly for Exercise and Sport, 63, 4, 341-348.
  • Arbuckle, J. L. (2012). Amos (Version 21.0) [Computer Program]. Chicago: SPSS.
  • Badami, R., VaezMousavi, M., Wulf, G. & Namazizadeh, M. (2011). Feedback after good versus poor trials affects intrinsic motivation. Research Quarterly for Exercise and Sport, 82, 2, 360-364.
  • Braithwaite, R., Spray, C.M., & Warburton, V.E. (2011). Motivational climate interventions in physical education: a meta-analysis. Psychology of Sport and Exercise, 12(6), 628-638.
  • Brunel, P. C. (1999). Relationship between achievement goal orientations and perceived motivational climate on intrinsic motivation. Scandinavian Journal of Medicine & Science in Sports, 9, 365-374.
  • Byrne, B. M. (2001). Structural Equation Modeling with AMOS. Rahwah, NJ: Lawrence Erlbaum Associates
  • Cury, F., Biddle, S., Famose, J.P., Goudas, M., Sarrazin P. & Durand, M. (1996). Personal and situational factors influencing intrinsic interest of adolescent girls in school physical education: A structural equation modelling analysis. Educational Psychology, 16 (3), 305-315.
  • Cury, F., Elliot, A., Sarrazin, P., Da Fonseca, D., & Rufo, M. (2002). The trichotomous achievement goal model and intrinsic motivation: a sequential mediational analysis. Journal of Experimental Social Psychology, 38, 473–481.
  • Daşdan Ada, E.N., Aşçı, F. H., Kazak Çetinkalp, F.Z., & Altıparmak, M. E. (2012). Durumsal Güdülenme Ölçeği’nin (DGÖ) beden eğitimi ders ortamı için geçerlik ve güvenirliği. SPORMETRE Beden Eğitimi ve Spor Bilimleri Dergisi, 10 (1), 7-12.
  • Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
  • Deci, E.L., Cascio W.F. & Krusell, J. (1975). Cognitive evaluation theory and some comments on the Calder and Staw critique. Journal of Personality and Social Psychology, 31, 1, 81-85.
  • Drost, D., Wirth, C.K., Keck, L.S., Ruckman, M.S. & Todorovich, J. R. (2015). Manipulating Feedback During Physical Education Climates: Motivation and Performance Effects. SHAPE America National Convention & Expo, March 17-21.
  • Duda, J. L. & Nicholls, J. G. (1992). Dimensions of achievement motivation in schoolwork and sport. Journal of Educational Psychology, 84(3), 290-299.
  • Epstein, J. (1989). Family structures and student motivation: A developmental perspective. In C. Ames & R. Ames (Eds.), Research on motivation in education. Vol. 3 (pp. 259-295). New York: Academic Press.
  • Erturan-İlker, G. (2014). Effects of feedback on achievement goals and perceived motivational climate in physical education. Issues in Educational Research, 24(2), 152-161.
  • Erturan-İlker, G., Quested, E., Appleton, P., & Duda, J.L. (2018). Testing the universal role of basic psychological need satisfaction across countries and in different academic subjects.
  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18, 39–50.
  • Garn, A.C., McCaughtry, N., Shen, B., Martin, J., & Fahlman, M. (2013). Undeserved adolescent girls’ physical activity intentions and behaviors: Relationships with the motivational climate and perceived competence in physical education. Advances in Physical Education, 3(2), 103-110.
  • Goudas, M., Minardou, K., & Kotis, I. (2000). Feedback Regarding Goal Achievement and Intrinsic Motivation. Perceptual and Motor Skills, 90, 810–812.
  • Guay, F., Vallerand, R. J., & Blanchard, C. M. (2000). On the assessment of situational intrinsic and extrinsic motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion, 24, 175-213.
  • Hagger, M. S., & Chatzisarantis, N. L. D. (2007). Intrinsic motivation and self-determination in exercise and sport. Champaign, IL: Human Kinetics.
  • Hagger, M. S., & Chatzisarantis, N. L. D. (2008). Self-determination theory and the psychology of exercise. International Review of Sport and Exercise Psychology, 1, 79–103.
  • Hagger, M.S., Koch, S. & Chatzisarantis, N.L.D. (2015). The effect of causality orientations and positive competence-enhancing feedback on intrinsic motivation: A test of additive and interactive effects. Personality and Individual Differences, 72, 107–111.
  • Hair, J., Black, B., Babin, B., Anderson, R., & Tathan, R. (2006). Multivariate data analysis (6th ed.) (pp. 87–138). Upper Saddle River, NJ: Prentice Hall.
  • Harwood, C. G., Keegan, R. J., Smith, J. M. J., & Raine, A. S. (2015). A systematic review of the intrapersonal correlates of motivational climate perceptions in sport and physical activity. Psychology of Sport and Exercise, 18, 9-25.
  • Hu, L., & Bentler, P. M. (1995). Evaluating model fit. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 76–99). London: Sage.
  • Jaakkola, T., Wang, C.K.J., Soini, M. & Liukkonen, J. (2015). Students’ perceptions of motivational climate and enjoyment in Finnish physical education: A latent profile analysis. Journal of Sports Science and Medicine, 14, 477-483.
  • Jaakkola, T., Yli-Piipari, S., Barkoukis, V. & Liukkonen, J. (2015). Relationships among perceived motivational climate, motivational regulations, enjoyment, and PA participation among Finnish physical education students. International Journal of Sport and Exercise Psychology, DOI: 10.1080/1612197X.2015.1100209
  • Jõesaar, H., Hein, V., & Hagger, M.S. (2011). Peer influence on young athletes’ need satisfaction, intrinsic motivation and persistence in sport: A 12-month prospective study. Psychology of Sport and Exercise, 12, 500-508.
  • Johnson, C.E. (2015). Student perceived motivational climate, enjoyment, and physical activity in middle school physical education. Doctoral Dissertation. University of Kentucky, College of Education. http://uknowledge.uky.edu/edsc_etds/6
  • Kara, F.M., Kazak Çetinkalp Z. & Aşçı, F. H. (2014). Perceived teacher feedback scale: The validity and reliability study. 13th International Sport Science Congress Abstract Book, 212, 7-9 November, Konya, Turkey.
  • Kline, R. B. (2005). Principles and Practice of Structural Equation Modeling (2nd ed.). New York, NY: Guilford Press.
  • Koka, A., & Hagger, M.S. (2010). Perceived teaching behaviors and self-determined motivation in physical education: A test of self- determination theory. Research Quarterly for Exercise and Sport, 81(1), 74–86.
  • Koka, A., & Hein, V. (2003). Perceptions of teachers’ feedback and learning environment as predictors of intrinsic motivation in physical education. Psychology of Sport and Exercise, 4, 33- 346.
  • Koka, A., & Hein, V. (2005). The effect of perceived teacher feedback on intrinsic motivation in physical education. International Journal of Sport Psychology, 36, 91–106.
  • Koka, A. & Hein, V. (2006). Perceptions of teachers’ positive feedback and perceived threat to sense of self in physical education: a longitudinal study. European Physical Education Review, 12(2), 165–179.
  • Lam, B. H., Cheng, R. W. Y., & Yang, M. (2017). Formative Feedback as a Global Facilitator: Impact on Intrinsic and Extrinsic Motivation and Positive Affect. In Emerging Practices in Scholarship of Learning and Teaching in a Digital Era (pp. 265-288). Springer, Singapore.
  • Levesque, C., Zuehlke, A.N., Stanek, L.R. & Ryan, R.M. (2004). Autonomy and competence in German and American university students: A comparative study based on self-determination theory. Journal of Educational Psychology, 96(1), 68–84.
  • Liukkonen, J. (2007). Motivational climate enhancing self-determination in school PE. 12th Annual Congress of the ECSS, 11–14 July 2007, Jyväskylä, Finland
  • Liukkonen, J., Barkoukis, V., Anthony, W. & Jaakkola, T. (2010). Motivational climate and students’ emotional experiences and effort in physical education. The Journal of Educational Research, 103, 295–308.
  • Magill, R.A. (1994). The İnfluence of augmented feedback on skill learning depends on characteristics of the skill and the learner. Quest, 46, 314-327.
  • Matosic, D., Cox, A.E. & Amorose, A. J. (2014). Scholarship status, controlling coaching behavior, and intrinsic motivation in collegiate swimmers: A test of cognitive evaluation theory. Sport, Exercise, and Performance Psychology, 3(1), 1–12.
  • Morgan, W. B., & King, E. B. (2012). An Activity for Teaching the Effects of Nonverbal Communication. Journal of Effective Teaching, 12(1), 20-31.
  • Morris, R. L., & Kavussanu, M. (2009). Approach-avoidance achievement goals in sport: Psychological correlates and a comparison with the dichotomous model. International Journal of Sport and Exercise Psychology, 9, 185-202.
  • Mouratidis, A., Vansteenkiste, M., Lens, W. & Sideridis, G. (2008). The motivating role of positive feedback in sport and physical education: Evidence for a motivational model. Journal of Sport & Exercise Psychology, 30, 240-268.
  • Moreno-Murcia, J. A., Camacho, A.S. & Rodríguez, J.M.M. (2008). Prognostic of the perceived competence through motivation in practitioners of physical exercise. Fitness & Performance Journal, 7(6), 357-365.
  • Moreno-Murcia, J. A., Gimeno, E.C., & Coll, D.G.C. (2008). Relationships among goal orientations, motivational climate and flow in adolescent athletes: Differences by gender. The Spanish Journal of Psychology, 11(1), 181-191.
  • Moreno-Murcia, J. A., Torregrosa, Y. S., & Marín, L. C. (2013). Relación del feed-back positivo y el miedo a fallar sobre la motivación intrínseca/Relatioship between positive feedback and the fear of failure of intrinsic motivation. REOP-Revista Española de Orientación y Psicopedagogía, 24(2), 8-23.
  • Nicholls, J. G. (1984). Achievement motivation: conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328–346.
  • Nicholls, J. G. (1989). The conipetitilv ethos and democratic education. Cambridge: Harvard University Press.
  • Papaioannou A., & Kouli, O. (1999). The effect of task structure, perceived motivational climate and goal orientations on students' task involvement and anxiety. Journal of Applied Sport Psychology, 11(1), 51-71.
  • Reeve, J & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209 –218.
  • Ryan, R.M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43,450- 461.
  • Sallis, J. F., & McKenzie, T. L. (1991). Physical education's role in public health. Research Quarterly for Exercise and Sport, 62(2), 124-137.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8, 23–74.
  • Schumacker, R. E., & Lomax, R. G. (2010). A beginner’s guide to structural equation modeling. New York: Routledge
  • Seifriz, J.J., Duda, J.L., & Chi, L. (1992). The relationship of perceived motivational climate to ıntrinsic motivation and beliefs about success in basketball. Journal of Sport & Exercise Psychology, 14, 375-391.
  • Senko, C., & Harackiewicz, J. M. (2005). Regulation of achievement goals: the role of competence feedback. Journal of Educational Psychology, 97(3), 320.
  • Smith, R.E., Smoll, F.L. & Cumming, S.P. (2007). Effects of a motivational climate intervention for coaches on young athletes’ sport performance anxiety. Journal of Sport & Exercise Psychology, 29, 39-59.
  • Standage, M., Duda J. L. & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75, 411–433.
  • Stein, J., Bloom, G. A., & Sabiston. C.M. (2012). Influence of perceived and preferred coach feedback on youth athletes’ perceptions of team motivational climate. Psychology of Sport and Exercise, 13, 484-490.
  • Tabachnick, B. G., & Fidell, L. S. (2007). Using Multivariate Statistics. Boston, MA: Pearson/Allyn & Bacon.
  • Vallerand, R.J. & Reid, G. (1984). On the causal effects of perceived competence on intrinsic motivation: A test of cognitive evaluation theory. Journal of Sport Psychology, 6, 94-102.
  • Vigoda-Gadot, E. & Angert, L. (2007). Goal setting theory, job feedback, and ocb: lessons from a longitudinal study. Basic and Applied Social Psychology, 29(2), 119–128.
  • Waltz, C.F., Strickland, O.L., & Lenz, E.R. (2005). Measurement in Nursing and Health Research (3rd ed.). New York: Springer
  • Wolters, C. A. (2004). Advancing achievement goal theory: using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96(2), 236 –250.
Primary Language en
Journal Section Makaleler
Authors

Orcid: 0000-0002-1461-2679
Author: Gökçe ERTURAN İLKER
Institution: PAMUKKALE ÜNİVERSİTESİ
Country: Turkey


Orcid: 0000-0002-6650-6931
Author: Hülya AŞÇI
Institution: MARMARA ÜNİVERSİTESİ
Country: Turkey


Dates

Publication Date : April 30, 2019

APA ERTURAN İLKER, G , AŞÇI, H . (2019). The Role of Teacher’s Feedback in Physical Education: Motivational Climate as Mediator. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi , 34 (2) , 372-386 . Retrieved from https://dergipark.org.tr/en/pub/hunefd/issue/44845/558021