MOTIVATIONAL ORIENTATION OF PRIMARY SCHOOL STUDENTS IN PHYSICAL EDUCATION CLASSES
Volume 9, Issue 2 (2019)
Volume 9, Issue 2 (2019)
MOTIVATIONAL ORIENTATION OF PRIMARY SCHOOL STUDENTS IN PHYSICAL EDUCATION CLASSES
Abstract:
Physical education is considered to be a favorable context for achieving signifi cant educational outcomes and promotion of physical activity in children and young people. The real scope of physical education is largely dependent on student motivation. The theory of self-determination as a kind of motivation of the motivation, offers a grateful framework for understanding the motivation of students in the teaching of physical education. On a sample of 121 respondents, from fi fth through seventh grade and the same students, after one year, a self-regulation questionnaire was applied in order to examine students’ motivational orientations. The student survey was conducted at the time of physical education at the elementary school “Branko Radičević” in Odžaci. Based on the results of motivational orientations of students obtained with the t-test for dependent samples, we obtained that there are statistically signifi cant differences in the identifi ed regulation and intrinsic motivation, while for other types of motivation the differences are small but not statistically signifi cant. With differences between boys and girls at initial and fi nal measurement in motivational orientations in physical education, in amotation we received statistically signifi cant differences only on the fi nal measurement. There was no change in external regulation, while in the introjected regulation there was a change only in the fi nal measurement. With the identifi ed regulation and intrinsic motivation, the results showed that there are statistically signifi cant differences both on the initial and the fi nal measurement. When it comes to boys, statistically signifi cant differences are obtained in the identifi ed regulation and intrinsic motivation. Regarding only girls, statistically signifi cant differences existed in the identifi ed regulation and intrinsic motivation as well as in the introjected regulation and amotization, while the difference was not only present in the external regulation.
Keywords:
motivational orientation, pupils, elementary school, physical education.
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Fizičko vaspitanje se smatra povoljnim kontekstom za ostvarivanje značajnih obrazovnih ishoda i promociju fi zičke aktivnosti kod dece i mladih. Realni dometi nastave fi zičkog vaspitanja umnogome zavise od motivacije učenika. Teorija samoodređenja kao svojevrsna makroteorija motivacije, nudi zahvalan okvir za razumevanje motivacije učenika u nastavi fi zičkog vaspitanja. Na uzorku od 121-og učenika, od petog do sedmog razreda i istih učenika nakon godinu dana primenjen je upitnik samoregulacije u cilju ispitivanja motivacionih orijentacija učenika. Anketiranje učenika je realizovano na času fi zičkog vaspitanja u OŠ “Branko Radičević” u Odžacima. Na osnovu rezultata motivacionih orijentacija učenika dobijenih t-testom za zavisne uzorke, utvrđeno je da postoje statistički značajne razlike u identifi kovanoj regulaciji i intrinzičnoj motivaciji, dok su kod ostalih tipova motivacije razlike male, ali ne i statistički značajne. Posmatrajući razlike između dečaka i devojčica na inicijalnom i fi nalnom merenju u motivacionim orijentacijama u nastavi fi zičkog vaspitanja, u nemotivisanosti su dobijene statistički značajne razlike samo na fi nalnom merenju. Kod eksterne regulacije nije bilo promena, dok je kod introjektovane regulacije došlo do promena samo na fi nalnom merenju. Kod identifi kovane regulacije i intrinzične motivacije rezultati su pokazali da postoje statistički značajne razlike i na inicijalnom i na fi nalnom merenju. Kada su u pitanju samo dečaci, statistički značajne razlike su dobijene u identifikovanoj regulaciji i intrinzičnoj motivaciji. Kada je reč samo o devojčicama, statistički značajne razlike su i kod njih postojale u identifi kovanoj regulaciji i intrinzičnoj
motivaciji, ali i u introjektovanoj regulaciji i nemotivisanosti, dok razlika jedino nije postojala u eksternoj regulaciji.
Ključne riječi:
motivacione orijentacije, učenici, osnovna škola, fizičko vaspitanje.
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