Students' Implicit Theories of Ability in Physical Education Classes: The Influence of Motivational Aspects of the Learning Environment |
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| Authors: | Yngvar Ommundsen |
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| Institution: | (1) The Norwegian University of Sport and Physical Education, Oslo, Norway |
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| Abstract: | This study examined the influence of the perceived situational climate on students' implicit theories of ability in physical
education (PE) classes. The empirical data stem from a questionnaire survey of ninth grade students conducted in the county
of Buskerud in Norway. Canonical correlation, multiple regression and one-way MANOVA analyses revealed a consistent pattern
of relationships between the motivational climate in PE as perceived by the students and their implicit theories of ability.
A learning environment that is perceived to emphasise competition and social comparison and to raise concern about one's ability
seems to induce fixed implicit theories of ability. By contrast, a climate in which effort, progress and teacher support of
all students is seen as prevailing seems to generate a theory of ability as expandable and learning induced. Results were
interpreted as providing evidence for the importance of a mastery-oriented climate in PE in terms of fostering optimism for
learning in school physical education.
This revised version was published online in July 2006 with corrections to the Cover Date. |
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| Keywords: | implicit theories of ability learning environment motivational climate physical education |
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