An Analysis of motivation and motivational climate in physical education class of enrolled and non-enrolled female adolescent students

Abstract

This study investigated female adolescent students‘ motivation towards high school physical education (PE) class and the relationship of motivational class climate of enrolled and non-enrolled female adolescent students. Data collected via the Physical Activity Questionnaire for Older Children (PAQ-C), the Behavioural Regulation in Exercise Questionnaire-2 (BREQ-2), the Motives for Physical Activities Measure–Revised (MPAM-R), and the Physical Education Class Climate Scale (PECCS) assessed students‘ motivation, participation levels, and motivational class climate. Participants comprised 239 females aged 13 to 15, classified into 4 groups: (a) grade 9 students enrolled in PE who planned to enroll the following year, (b) enrolled grade 9 students who did not plan to enroll the following year, (c) enrolled grade 10 students, and (d) non-enrolled grade 10 students. As no differences were detected between grades, categories were collapsed into enrolled and non-enrolled groups. Based on BREQ-2, MPAM-R, and PECCS results, enrolled groups exhibited greater intrinsic motivation to participate, greater levels of intrinsic and extrinsic motivation characteristics (with the exception of the appearance motive), and a perceived class mastery orientation, respectively.