MOTIVATING THE YOUTH: UNCOVERING THE ATTITUDES AND MOTIVATION BEHIND SCHOOL SPORTS ENGAGEMENT

Petar Mitić, Nikola Stojanović, Zvezdan Savić, Nebojša Trajković, Đorđe Savić

DOI Number
https://doi.org/10.22190/TEME230314032M
First page
507
Last page
526

Abstract


This study aimed to investigate the relationship between attitudes, motivation, and school sports engagement frequency, using the newly constructed Attitudes and Motivation Toward School Sports Questionnaire (AMTSSQ) inventory as a tool for assessment. The study found a significant effect of attitudes (F = 11.96, p < .001, np² = 0.02) and motivation (F = 19.63, p < .001, np² = 0.03) with strong positive correlation coefficients (r = 0.71) between attitudes, motivation, and school sports engagement frequency. However, Bayesian analyses supported the null hypothesis with moderate to strong evidence (Bayes Factor < 0.33), and credible intervals for effect size and R2 were relatively narrow. Additionally, school sports engagement frequency is not significantly related to motivation (b = -0.08 to 0.03, p > .05), and the highest order unconditional interaction of school sports engagement frequency and attitudes was not significant (F = 1.18, p = .315). However, attitudes were strongly related to motivation (R2 = .99), suggesting that students who viewed school sports as important and developed had higher motivation toward school sports. Hence, we can conclude that the AMTSSQ reliably and validly assesses students’ attitudes and motivation toward school sports, and we found positive associations between attitudes and motivation. The findings suggest that attitudes towards school sports, like the perceived importance and developmental benefits, are significant predictors of motivation and may influence engagement in school sports. However, school sports engagement frequency did not moderate the relationship between attitudes and motivation. These findings have implications for promoting physical activity and student-school sports participation.


Keywords

attitudes, motivation, school sports, engagement frequency, physical activity.

Full Text:

PDF

References


Barr-Anderson, D. J., Neumark-Sztainer, D., Lytle, L., Schmitz, K. H., Ward, D. S., Conway, T. L., . . . Pate, R. R. (2008). But I like PE: Factors associated with enjoyment of physical education class in middle school girls. Research Quarterly for Exercise and Sport, 79(1), 18-27.

Bryan, C. L., & Solmon, M. A. (2012). Student motivation in physical education and engagement in physical activity. Journal of Sport Behavior, 35(3), 267-285.

Bursnall, P. (2014). The relationship between physical activity and depressive symptoms in adolescents: a systematic review. Worldviews on Evidence‐Based Nursing, 11(6), 376-382.

Cox, A., Duncheon, N., & McDavid, L. (2009). Peers and teachers as sources of relatedness perceptions, motivation, and affective responses in physical education. Research Quarterly for Exercise and Sport, 80(4), 765-773.

Duncan, T. E., & McAuley, E. (1993). Social support and efficacy cognitions in exercise adherence: A latent growth curve analysis. Journal of Behavioral Medicine, 16(2), 199-218.

Eccles, J. S., & Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14(1), 10-43.

Eime, R. M., Young, J. A., Harvey, J. T., Charity, M. J., & Payne, W. R. (2013). A systematic review of the psychological and social benefits of participation in sport for children and adolescents: informing development of a conceptual model of health through sport. International Journal of Behavioral Nutrition and Physical Activity, 10(1), 1-21.

Fairclough, S., Stratton, G., & Baldwin, G. (2002). The contribution of secondary school physical education to lifetime physical activity. European Physical Education Review, 8(1), 69-84.

Faul, F., Erdfelder, E., Buchner, A., & Lang, A. G. (2009). Statistical power analyses using G* Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149-1160.

Fraser-Thomas, J. L., Côté, J., & Deakin, J. (2005). Youth sport programs: An avenue to foster positive youth development. Physical Education & Sport Pedagogy, 10(1), 19-40.

Fredricks, J. A., & Eccles, J. S. (2004). Parental Influences on Youth Involvement in Sports. In M. R. Weiss (Ed.), Developmental sport and exercise psychology: A lifespan perspective. (pp. 145-164). Morgantown, WV, US: Fitness Information Technology.

Gould, D., & Carson, S. (2008). Life skills development through sport: Current status and future directions. International Review of Sport and Exercise Psychology, 1(1), 58-78.

Hagger, M., & Chatzisarantis, N. (2005). The social psychology of exercise and sport: McGraw-Hill Education (UK).

Hayes, A. F. (2022). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (Third edition). New York: Guilford Publications.

Kendzierski, D., & DeCarlo, K. J. (1991). Physical activity enjoyment scale: Two validation studies. Journal of Sport & Exercise Psychology, 13(1), 50-64.

Kohl, H. W., Craig, C. L., Lambert, E. V., Inoue, S., Alkandari, J. R., Leetongin, G., & Kahlmeier, S. (2012). The pandemic of physical inactivity: global action for public health. The Lancet, 380(9838), 294-305.

Lonsdale, C., Hodge, K., & Rose, E. A. (2008). The Behavioral Regulation in Sport Questionnaire (BRSQ): Instrument development and initial validity evidence. Journal of Sport and Exercise Psychology, 30(3), 323-355.

Lonsdale, C., Rosenkranz, R. R., Peralta, L. R., Bennie, A., Fahey, P., & Lubans, D. R. (2013). A systematic review and meta-analysis of interventions designed to increase moderate-to-vigorous physical activity in school physical education lessons. Preventive Medicine, 56(2), 152-161.

Lubans, D. R., Foster, C., & Biddle, S. J. H. (2008). A review of mediators of behavior in interventions to promote physical activity among children and adolescents. Preventive Medicine, 47(5), 463-470.

Markland, D., & Hardy, L. (1997). On the factorial and construct validity of the Intrinsic Motivation Inventory: Conceptual and operational concerns. Research Quarterly for Exercise and Sport, 68(1), 20-32.

Pelletier, L. G., Tuson, K. M., Fortier, M. S., Vallerand, R. J., Briere, N. M., & Blais, M. R. (1995). Toward a new measure of intrinsic motivation, extrinsic motivation, and amotivation in sports: The Sport Motivation Scale (SMS). Journal of Sport and Exercise Psychology, 17(1), 35-53.

Rhodes, R. E., & Courneya, K. S. (2003). Modelling the theory of planned behaviour and past behaviour. Psychology, Health & Medicine, 8(1), 57-69.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68.

Sallis, J. F., McKenzie, T. L., Alcaraz, J. E., Kolody, B., Faucette, N., & Hovell, M. F. (1997). The effects of a 2-year physical education program (SPARK) on physical activity and fitness in elementary school students. Sports, Play and Active Recreation for Kids. American Journal of Public Health, 87(8), 1328-1334.

Schunk, D. H. (1989). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-Regulated Learning and Academic Achievement Theory, Research, and Practice (pp. 83-110). New York, NY: Springer.

Standage, M., Duda, J. L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of Educational Psychology, 95(1), 97.

Trbojević, J. (2017). Effects of motivational climate on the development of amotivation for sport in young handball players. Teme-Časopis za Društvene Nauke, 41(1), 211-226.

Vazou, S., Ntoumanis, N., & Duda, J. L. (2005). Peer motivational climate in youth sport: A qualitative inquiry. Psychology of Sport and Exercise, 6(5), 497-516.

Weiss, M. R., & Petlichkoff, L. M. (1989). Children's motivation for participation in and withdrawal from sport: Identifying the missing links. Pediatric Exercise Science, 1(3), 195-211.




DOI: https://doi.org/10.22190/TEME230314032M

Refbacks

  • There are currently no refbacks.


© University of Niš, Serbia
Creative Commons licence CC BY-NC-ND
Print ISSN: 0353-7919
Online ISSN: 1820-7804