Published
2018-06-20
Issue
Section
Articles
How to Cite
Flow Experiences in Physical Education Classes: The Role of Perceived Motivational Climate and Situational Motivation
Elif Nilay ADA
Mersin University, Physical Education and Sport Department, Çiftlikköy Campus, Yenişehir/Mersin, Turkey
Zisan Kazak ÇETİNKALP
Ege University, Faculty of Sport Sciences, Bornova/İzmir, Turkey
M.Ersin ALTIPARMAK
Ege University, Faculty of Sport Sciences, Bornova/İzmir, Turkey
F.Hülya AŞÇI
Marmara University, Faculty of Sport Sciences, Anadoluhisarı Campus, Beykoz/İstanbul, Turkey
DOI: https://doi.org/10.20448/journal.522.2018.42.114.120
Keywords: Dispositional flow, Situational motivation, Motivational climate, Physical education.
Abstract
The purpose of this study was to determine the role of perceived motivational climate and situational motivation levels on dispositional flow in physical education classes. 242 boys (Mage=13.38; SD=0.95) and 251 girls (Mage=13.27; SD=0.88) a total of 493 secondary school students (Mage=13.32; SD=0.91) voluntarily participated in this study. Physical Education Situational Motivational Scale, Learning and Performance Orientation in Physical Education Classes Questionnaire and Physical Education Dispositional Flow Scale-2 were administered to all participants. Hierarchical regression analysis indicated that identified regulation, intrinsic motivation, pupil learning climate and teacher-initiated learning explained a significant amount of variance in dispositional flow in physical education (p<0.05). The pupil learning climate, identified regulation and leisure time sport participation were the strongest predictors, respectively. These findings suggested that promoting mastery-oriented climate, self-determined situational motivation, and participation in sport will foster dispositional flow in the physical education setting.