ABSTRACT It was hypothesized that “self-check” of teaching would be more preferable in terms of creating a mastery-oriented climate, and promoting adaptive achievement goals, intrinsic motivation and metacognitive activity in physical education classes. Two hundred seventy-nine (N = 269) 6-grade students were randomly divided into two groups that were taught four consecutive physical education lessons of the same content following either “practice” or “self-check” s of teaching respectively. Students responded on questionnaires prior and after the intervention. Results revealed significant interactions between groups and measurements. Students in the “self-check” group scored higher in scales measuring mastery-oriented climate, mastery goal, intrinsic motivation and metacognitive processes and lower in scales measuring performance-goals and performance-oriented motivational climate. These results underscore the importance of using s of teaching that enhance opportunities for deep cognitive processing and promote mastery-goals and mastery-oriented climates.
Cite this paper
Papaioannou, A. , Theodosiou, A. , Pashali, M. & Digelidis, N. (2012). Advancing Task Involvement, Intrinsic Motivation and Metacognitive Regulation in Physical Education Classes: The Self-Check Style of Teaching Makes a Difference. Advances in Physical Education, 2, 110-118. doi: 10.4236/ape.2012.23020.
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