The Role of Physical Activity, Enjoyment of Physical Activity, and School Performance in Learning Motivation among High School Students in Hungary
Abstract
:1. Introduction
2. Materials and Methods
2.1. Participants and Procedure
2.2. Measures
2.2.1. Sociodemographic Background and School Performance
2.2.2. School Motivation Inventory
2.2.3. Physical Activity Enjoyment Scale
2.2.4. International Physical Activity Questionnaire
2.3. Statistical Analysis
3. Results
3.1. Descriptive Statistics and Gender Differences
3.2. Bivariate Correlations
3.3. Path Analysis
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Dimensions | Description of the Sources of Motivation |
---|---|
Affective Domain | |
Warmth | Encouragement and interest of parents |
Identification | Feeling empathy with teachers and wanting to please them |
Sociability | Enjoying collaborative work and activities with peers |
Cognitive domain | |
Independence | Satisfaction from working things out without help from others |
Competence | Rewards from recognition of developing knowledge and skills |
Interest | Enjoyment derived from ideas |
Moral Domain | |
Trust | Satisfaction from accomplishing things thoroughly and well |
Compliance | Preferring the security of behaving according to defined rules or norms |
Responsibility | Accepting the consequences of actions and monitoring own behavior |
Adult Pressure | Feeling that the adults demand unrealistic achievements |
Affective Domain | Cognitive Domain | Moral Domain | Adult Pressure | PACES-H | GPA | PA Total (MET min/week) | |
---|---|---|---|---|---|---|---|
Mean | 64.08 | 57.03 | 68.50 | 16.95 | 61.21 | 4.43 | 2743.47 |
SD | 10.07 | 10.05 | 10.09 | 4,98 | 12.82 | 0.49 | 2559.00 |
Minimum | 36.00 | 28.00 | 28.00 | 6.00 | 23.00 | 2.40 | 15.30 |
Maximum | 88.00 | 82.00 | 89.00 | 30.00 | 80.00 | 5.00 | 9607.00 |
Skewness | −0.16 | 0.06 | −0.38 | 0.14 | −0.57 | −0.98 | 1.25 |
Kurtosis | −0.24 | −0.21 | 0.23 | −0.47 | −0.17 | 0.92 | 1.41 |
1 | 2 | 3 | 4 | 5 | 6 | |
---|---|---|---|---|---|---|
1. Affective Domain | - | |||||
2. Cognitive Domain | 0.58 *** | - | ||||
3. Moral Domain | 0.66 *** | 0.58 *** | - | |||
4. Adult Pressure | −0.56 *** | −0.48 *** | −0.47 *** | - | ||
5. PACES-H | 0.34 *** | 0.35 *** | 0.31 *** | −0.25 *** | - | |
6. GPA | 0.25 *** | 0.29 *** | 0.30 *** | −0.15 * | 0.21 ** | - |
7. PA Total | 0.05 | 0.05 | 0.08 | 0.00 | 0.26 *** | 0.20 ** |
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Berki, T.; Tarjányi, Z. The Role of Physical Activity, Enjoyment of Physical Activity, and School Performance in Learning Motivation among High School Students in Hungary. Children 2022, 9, 320. https://doi.org/10.3390/children9030320
Berki T, Tarjányi Z. The Role of Physical Activity, Enjoyment of Physical Activity, and School Performance in Learning Motivation among High School Students in Hungary. Children. 2022; 9(3):320. https://doi.org/10.3390/children9030320
Chicago/Turabian StyleBerki, Tamás, and Zsófia Tarjányi. 2022. "The Role of Physical Activity, Enjoyment of Physical Activity, and School Performance in Learning Motivation among High School Students in Hungary" Children 9, no. 3: 320. https://doi.org/10.3390/children9030320