A1 Journal article (refereed)
Enjoyment and anxiety in Finnish physical education : achievement goals and self-determination perspectives (2019)


Jaakkola, T., Barkoukis, V., Huhtiniemi, M., Salin, K., Seppälä, S., Lahti, J., & Watt, A. (2019). Enjoyment and anxiety in Finnish physical education : achievement goals and self-determination perspectives. Journal of Physical Education and Sport, 19(3), 1619-1629. https://efsupit.ro/images/stories/septembrie2019/Art 235.pdf


JYU authors or editors


Publication details

All authors or editorsJaakkola, T.; Barkoukis, V.; Huhtiniemi, M.; Salin, K.; Seppälä, S.; Lahti, J.; Watt, A.

Journal or seriesJournal of Physical Education and Sport

ISSN2247-8051

eISSN2247-806X

Publication year2019

Volume19

Issue number3

Pages range1619-1629

PublisherJournal of Physical Education and Sport

Publication countryRomania

Publication languageEnglish

Persistent website addresshttps://efsupit.ro/images/stories/septembrie2019/Art 235.pdf

Publication open accessOpenly available

Publication channel open accessOpen Access channel

Publication is parallel published (JYX)https://jyx.jyu.fi/handle/123456789/67316


Abstract

Approach: The sample of the study included 1148 (565 boys and 583 girls, Mage = 11.27, SD = .32) Grade 5 Finnish PE students who completed a battery of questionnaires including motivational climate, basic psychological needs satisfaction, motivational regulations, goal orientations, perceived competence, enjoyment, and anxiety towards PE. Structural equation modeling was used to investigate two proposed motivational sequences. Purpose: The purpose of this study was to predict students’ enjoyment and anxiety in physical education (PE) through the motivational sequences proposed by self-determination and achievement goal theories. Results: SEM demonstrated a good model fit to the data for the self-determination motivational sequence (χ2 (11) = 13.33, P = 0.27; CFI = 0.99; TLI = 0.99; RMSEA = 0.01). More specifically, the three basic psychological needs and intrinsic motivation were positively linked to enjoyment, whereas amotivation was negatively linked. Furthermore, need for competence and relatedness were negatively linked to anxiety, whereas introjected regulation and amotivation were positively linked to anxiety. Subsequently, the achievement goals model fitted the data well: χ2 (19) = 29.59, P = 0.06; CFI = .99; TLI = 0.99; RMSEA = 0.03. Task-involving climate was positively, and ego-involving climate negatively, associated with enjoyment. Additionally, ego-involving climate was positively linked to anxiety. The SEM also revealed an indirect positive association from task-involving climate via task orientation to enjoyment. Conclusions: Results of this study demonstrate that satisfaction of basic psychological needs and perception of task-involving motivational climate are crucial for positive affect in PE.


Keywordsphysical education (school subject)motivation (mental objects)emotionspleasureanxiety

Free keywordsenjoyment; anxiety; motivation; physical education


Contributing organizations


Ministry reportingYes

Reporting Year2019

JUFO rating1


Last updated on 2024-11-05 at 19:27