Applying self-determination theory to understand the motivation for becoming a physical education teacher

Spittle, Michael, Jackson, Kevin and Casey, Meghan 2009, Applying self-determination theory to understand the motivation for becoming a physical education teacher, Teaching and teacher education, vol. 25, no. 1, pp. 190-197.

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Title Applying self-determination theory to understand the motivation for becoming a physical education teacher
Author(s) Spittle, Michael
Jackson, Kevin
Casey, Meghan
Journal name Teaching and teacher education
Volume number 25
Issue number 1
Start page 190
End page 197
Total pages 8 p.
Publisher Pergamon
Place of publication Kidlington, England
Publication date 2009-01
ISSN 0742-051X
1879-2480
Summary This study explored the reasons people choose physical education teaching as a profession and investigated the relationship of these choices with motivation. Physical education pre-service teachers (n = 324) completed the Academic Motivation Scale (AMS) and a measure of reasons for choosing physical education teaching. Confident interpersonal service reasons were linked with intrinsic motivation; whereas sport and physical activity reasons were related to extrinsic motivation. Enrolling because teaching seemed easy was linked with amotivation. Motivation was similar for different course entry methods, however, females were more intrinsically motivated than males and third year students were lower in motivation than other year levels.
Language eng
Field of Research 130313 Teacher Education and Professional Development of Educators
170103 Educational Psychology
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2008, Elsevier Ltd.
Persistent URL http://hdl.handle.net/10536/DRO/DU:30022081

Document type: Journal Article
Collection: School of Exercise and Nutrition Sciences
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