Мотивація: детермінанта базового розумового вміння у виконанні учня в фізичному вихованні та спорті
DOI:
https://doi.org/10.15561/18189172.2018.0504Ключові слова:
розумові навички, мотивація, відданість, ефективністьАнотація
Передумови та мета дослідження: розумові навички і мотивація є ключовими факторами в навчанні та результатах діяльності. Метою цього дослідження є моделювання їх впливу на результати в фізичному вихованні та спорті серед марокканських старшокласників. Матеріал і методи. У цьому дослідженні взяли участь 202 школяра, в тому числі 100 хлопчиків і 102 дівчинки. Щоб оцінити розумові навички, ми використовували тест на оцінку розумових навичок Оттави (OMSAT-3) і для оцінки різних форм мотивації, ми використовували шкалу спортивної мотивації (SMS-28). Щоб оцінити ефективність у фізичному вихованні і спорті, ми вибрали індивідуальний вид спорту, який є стрибком у висоту. Результати: множинна лінійна регресія має залежну змінну продуктивність в фізичному вихованні та спорті, а в якості пояснюють змінних розумові навички і мотиваційні форми зберігають тільки прихильність. Висновок: прихильність, як основне розумовий вміння, є визначальним фактором у навчанні у фізичному вихованні і спорті.Посилання
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Ryan RM, Stiller JD, Linch JB. Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. Journal of Early Adolescence, 1994; 14(2): 226-249.
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Riveiro JMS, Cabanach RG, Arias AV. Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies. British Journal of Educational Psychology, 2001; 71 (4): 561-573.
Smith M, Duda J, Allen J, Hall H. Contemporary measures of approach and avoi dance goal orientations: Similarities and differences. British Journal of Educational Psychology, 2002; 72(2): 155-190.
Harackiewicz JM, Barron KE, Pintrich PR, Elliot AJ, Thrash TM. Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 2002; 94(3): 638-645.
Fournier F. Evaluation des ressources psychologiques des athlètes de haut niveau. [Evaluation of psychological resources of high-level athletes.]. Paris: Laboratoire de Psychologie et d’Ergonomie du Sport- INSEP; 2006. (In French)
Smith M. Développement des aptitudes mentales pour les athlètes de haut niveau. [Mental Skills Development for High Performance Athletes]. Science du Sport, 1993; 13: 1-12. (In French)
Durand Bush N, Salmela JH, Green‐Demers I. The Ottawa Mental Skills Assessment Tool (OMSAT ‐3). The Sport Psychologist, 2001; 15: 1 ‐19.
Organisation for Economic Co-operation and Development. Comprendre le cerveau: naissance d'une science de l'apprentissage. [Understanding the brain: birth of a science of learning].Centre pour la recherche et l'innovation dans l'enseignement (CERI); 2007. (In French)
Pintrich PR. A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 2003; 95(4): 667-686.
Pintrich PR, Schunk H. Motivation in education. Theory, research, and applications. New Jersey: Merill Prentice Hall; 2002.
Vallerand, RJ, Thill EE. Introduction au concept de motivation [Introduction to motivation concept]. In: Vallerand RJ , Thill EE (Eds.), Introduction à la psychologie de la motivation. [Introduction to the psychology of motivation]. Laval: Editions études vivantes – Vigot; 1993. P. 3-39. (In French)
Ryan RM, Deci EL. Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 2000; 25: 54-67.
Brière NM, Vallerand RJ, Blais MR, Pelletier LG. Développement et Validation d'une Mesure de Motivation Intrinsèque, Extrinsèque et d'Amotivation en Contexte Sportif: L'Échelle de Motivation dans les Sports (ÉMS). [Development and Validation of a Measure of Intrinsic, Extrinsic Motivation and Amotivation in Sports Context: The Scale of Motivation in Sports]. International Journal of Sport Psychology, 1995; 26: 465-489. (In French)
Orlick T. The psychology of personal excellence. Contemporary Thought on performance Enhancement, 1992; 1: 109-122.
Mahoney JL. School extracurricular activity participation as a moderator in the development of antisocial patterns. Child development, 2000; 71(2): 502-516.
McNeal RB. Are students being pulled out of high school? The effect of adolescent employment on dropping out. Sociology of Education, 2003; 70(3): 206-220.
Fredricks JA, Blumenfeld PC, Paris AH. School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 2004; 74(1): 59-109.
Furlong MJ, Whipple AD, Jean GS, Simental J, Soliz A, Punthuna S. Multiple contexts of school engagement: moving toward a unifying framework for educational research and practice. California School Psychologist, 2003; 8: 99-113.
Jimerson SR, Campos E, Greif J.L. Toward an understanding of definitions and measures of school engagement and related terms. California School Psychologist, 2003; 8: 7-27.
Eccles J, Wigfield A, Harold RD, Blumenfeld P. Age and gender differences in children's self- and task perceptions during elementary school. Child Development, 1993; 64(3): 830-847.
Janosz M, LeBlanc M. Pour une vision intégrative des facteurs reliés à l'abandon scolaire. [For an integrative view of the factors related to school dropout]. Revue canadienne de psycho-éducation, 1996; 25(1): 61-88. (In French)
Connell JP, Wellborn JG. Competence, autonomy and relatedness: A motivational analysis of self-system processes. In: Gunnar MR, Sroufe LA (Éds), Self processes in development: Minesota Symposium on Child Psychology. Hillsdale NJ: Erlbaum; 1991;23: 43-77.
Deci EL, Hodges R, Pierson L, Tomassone J. Autonomy and competence as motivational factors in students with learning disabilities and emotional handicaps. Journal of Learning Disabilities, 1992; 25(7): 458-469.
Ryan RM, Stiller JD, Linch JB. Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. Journal of Early Adolescence, 1994; 14(2): 226-249.
Skinner EA, Belmont MJ. Motivation in the classroom: Reciprocal effect of teacher behavior and student engagement across school year. Journal of Educational Psychology, 1993; 85(4): 571-581.
Valas H, Sovik N. Variables affecting student's intrinsic motivation for school mathematics: Two empirical studies based on Deci and Ryan's theory on motivation. Learning and Instruction, 1994; 3:281-298.
Finn JD. Withdrawing from school. Review of Educational Research, 1989; 59(2): 117-142.
Finn JD, Rock DA. Academic success among students at risk for school failure. Journal of Applied Psychology, 1997; 82(2): 221-234.
Rumberger RW, Ghatak R, Poulous G, Ritter PL, Dornbush SM. Family influence on dropout behavior in one California high school. Sociology of Education, 1990; 63: 283-299.
Bouffard T, Boisvert J, Vezeau C, Larouche C. The impact of goal orientation on self regulation and performance among college students. British. Journal of Educational Psychology, 1995; 65: 317-329.
Dweck CS. Self-Theories and Goals: Their Role in Motivation, Personality, and Development. Philadelphia: Taylor & Francis; 1999.
Riveiro JMS, Cabanach RG, Arias AV. Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies. British Journal of Educational Psychology, 2001; 71 (4): 561-573.
Smith M, Duda J, Allen J, Hall H. Contemporary measures of approach and avoi dance goal orientations: Similarities and differences. British Journal of Educational Psychology, 2002; 72(2): 155-190.
Harackiewicz JM, Barron KE, Pintrich PR, Elliot AJ, Thrash TM. Revision of achievement goal theory: Necessary and illuminating. Journal of Educational Psychology, 2002; 94(3): 638-645.
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2018-09-30
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Eloirdi A, Mammad K, Arfaoui A, Ahami A. Мотивація: детермінанта базового розумового вміння у виконанні учня в фізичному вихованні та спорті. Pedagogics, psychology, medical-biological problems of physical training and sports. 30, Вересень 2018;22(5):246-51. доступний у10.15561/18189172.2018.0504
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