A Multilevel Latent Growth Modelling of the Longitudinal Changes in Motivation Regulations in Physical Education
Timo Jaakkola1,, John Wang2, Sami Yli-Piipari3, Jarmo Liukkonen1
Author Information
1 University of Jyväskylä Department of Sport Sciences, Finland
2 Nanyang Technological University, National Institute of Education, Physical Education & Sport Science, Singapore and Tianjin University of Sport, China
3 College of Education, Health and Human Sciences Department of Health and Sport Sciences, Memphis, USA
Timo Jaakkola ✉ University of Jyväskylä, Department of Sport Sciences, Rautpohjankatu 8, P.O. Box 35 (Viv), 40014 University of Jyväskylä, Finland Email: timo.jaakkola@jyu.fi
Publish Date
Received: 25-08-2014 Accepted: 24-11-2014 Published (online): 01-03-2015
Timo Jaakkola, John Wang, Sami Yli-Piipari, Jarmo Liukkonen. (2015) A Multilevel Latent Growth Modelling of the Longitudinal Changes in Motivation Regulations in Physical Education. Journal of Sports Science and Medicine(14), 163 - 171.
Timo Jaakkola, John Wang, Sami Yli-Piipari, Jarmo Liukkonen. (2015) A Multilevel Latent Growth Modelling of the Longitudinal Changes in Motivation Regulations in Physical Education. Journal of Sports Science and Medicine(14), 163 - 171.
The purpose of this study was to examine individual- and classroom-level differences in the longitudinal change in motivational regulations during physical education students’ transition from elementary (Grade 6) across middle school (Grades 7 to 9). A sample of 757 Finnish adolescents (M = 12.71, SD = 0.23) participated in this study. Participants of the study responded to questionnaires collected six times. A multilevel latent growth modelling approach was used to analyze the data. Results showed that motivational regulations in physical education developed at different rates during middle school. More specifically, students’: (a) identified regulation increased across Grades 6 to 9; (b) amotivation increased during middle school transition from Grade 6 to 7; and (c) introjected regulation declined from Grade 8 to 9. Other motivational regulations remained stable across time. The changes in amotivation and introjected regulation were largely due to individual factors, whereas the changes in identified regulation were due to environmental factors.
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