The Role of Perceived Competence in Determining Teacher Support in Upper Secondary School Physical Education
Accepted manuscript. Available 20 Feb 2021. Physical education remains one of the most liked school subjects, irrespective of grade level or geography. Nevertheless, sections of the student body dislike the subject immensely and even more think it should be organized differently. Students who are le...
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fthsvestlandet:oai:hvlopen.brage.unit.no:11250/2676407 2024-03-03T08:45:44+00:00 The Role of Perceived Competence in Determining Teacher Support in Upper Secondary School Physical Education Laxdal, Aron Gauti Johannsson, Erlingur Giske, Rune Iceland 2020 application/pdf https://hdl.handle.net/11250/2676407 https://doi.org/10.18666/TPE-2020-V77-I2-9606 eng eng Sagamore Laxdal, A., Johannsson, E., & Giske, R. (2020). The role of perceived competence in determining teacher support in upper secondary school physical education. The Physical Educator, 77(2), 384–403. urn:issn:0031-8981 https://hdl.handle.net/11250/2676407 https://doi.org/10.18666/TPE-2020-V77-I2-9606 cristin:1817835 384–403 77 The Physical Educator 2 basic psychological needs high school self-determination theory teacher bias VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283 Peer reviewed Journal article 2020 fthsvestlandet https://doi.org/10.18666/TPE-2020-V77-I2-9606 2024-02-02T12:41:03Z Accepted manuscript. Available 20 Feb 2021. Physical education remains one of the most liked school subjects, irrespective of grade level or geography. Nevertheless, sections of the student body dislike the subject immensely and even more think it should be organized differently. Students who are less competent have long claimed that physical education teachers and the curriculum favor the competent. Despite clear refusals of any conscious favoritism from the teachers, perceived competence is one of the premier predictors of students liking and being motivated to participate in the subject, the other being participation in organized sport. The purpose of this study was therefore to refute or confirm the veracity of the aforementioned claims through an investigation of the relationship between perceived competence and teacher-dependent support in upper secondary school physical education. One thousand one hundred thirty-three upper secondary school students (Mage = 17.2, SD = 0.86) from Norway (n = 554) and Iceland (n = 579) participated in a cross-sectional survey. Four teacher-dependent support variables were measured via self-reporting: perceived competence support, perceived relatedness support, perceived autonomy support, and perceived teacher learning support. To simplify comparison between groups, we divided the sample into three units: highly competent students, moderately competent students, and less competent students. A one-way multivariate analysis of covariance (MANCOVA), with gender as a covariate, found indications of biased teacher behavior, thus supporting the aforementioned accusations. Even though some discrepancies may exist between the reported and actual support levels, students respond and react in accordance with their perceptions, which is why their perceptions are of concern. These findings are incongruent with the aims of the subject and indicate that modified practices are needed if a more equal learning environment for all students is desired. To reverse the current trend, we ... Article in Journal/Newspaper Iceland Høgskulen på Vestlandet: HVL Open Norway The Physical Educator 77 2 384 403 |
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Open Polar |
collection |
Høgskulen på Vestlandet: HVL Open |
op_collection_id |
fthsvestlandet |
language |
English |
topic |
basic psychological needs high school self-determination theory teacher bias VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283 |
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basic psychological needs high school self-determination theory teacher bias VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283 Laxdal, Aron Gauti Johannsson, Erlingur Giske, Rune The Role of Perceived Competence in Determining Teacher Support in Upper Secondary School Physical Education |
topic_facet |
basic psychological needs high school self-determination theory teacher bias VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280::Fagdidaktikk: 283 |
description |
Accepted manuscript. Available 20 Feb 2021. Physical education remains one of the most liked school subjects, irrespective of grade level or geography. Nevertheless, sections of the student body dislike the subject immensely and even more think it should be organized differently. Students who are less competent have long claimed that physical education teachers and the curriculum favor the competent. Despite clear refusals of any conscious favoritism from the teachers, perceived competence is one of the premier predictors of students liking and being motivated to participate in the subject, the other being participation in organized sport. The purpose of this study was therefore to refute or confirm the veracity of the aforementioned claims through an investigation of the relationship between perceived competence and teacher-dependent support in upper secondary school physical education. One thousand one hundred thirty-three upper secondary school students (Mage = 17.2, SD = 0.86) from Norway (n = 554) and Iceland (n = 579) participated in a cross-sectional survey. Four teacher-dependent support variables were measured via self-reporting: perceived competence support, perceived relatedness support, perceived autonomy support, and perceived teacher learning support. To simplify comparison between groups, we divided the sample into three units: highly competent students, moderately competent students, and less competent students. A one-way multivariate analysis of covariance (MANCOVA), with gender as a covariate, found indications of biased teacher behavior, thus supporting the aforementioned accusations. Even though some discrepancies may exist between the reported and actual support levels, students respond and react in accordance with their perceptions, which is why their perceptions are of concern. These findings are incongruent with the aims of the subject and indicate that modified practices are needed if a more equal learning environment for all students is desired. To reverse the current trend, we ... |
format |
Article in Journal/Newspaper |
author |
Laxdal, Aron Gauti Johannsson, Erlingur Giske, Rune |
author_facet |
Laxdal, Aron Gauti Johannsson, Erlingur Giske, Rune |
author_sort |
Laxdal, Aron Gauti |
title |
The Role of Perceived Competence in Determining Teacher Support in Upper Secondary School Physical Education |
title_short |
The Role of Perceived Competence in Determining Teacher Support in Upper Secondary School Physical Education |
title_full |
The Role of Perceived Competence in Determining Teacher Support in Upper Secondary School Physical Education |
title_fullStr |
The Role of Perceived Competence in Determining Teacher Support in Upper Secondary School Physical Education |
title_full_unstemmed |
The Role of Perceived Competence in Determining Teacher Support in Upper Secondary School Physical Education |
title_sort |
role of perceived competence in determining teacher support in upper secondary school physical education |
publisher |
Sagamore |
publishDate |
2020 |
url |
https://hdl.handle.net/11250/2676407 https://doi.org/10.18666/TPE-2020-V77-I2-9606 |
op_coverage |
Iceland |
geographic |
Norway |
geographic_facet |
Norway |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
384–403 77 The Physical Educator 2 |
op_relation |
Laxdal, A., Johannsson, E., & Giske, R. (2020). The role of perceived competence in determining teacher support in upper secondary school physical education. The Physical Educator, 77(2), 384–403. urn:issn:0031-8981 https://hdl.handle.net/11250/2676407 https://doi.org/10.18666/TPE-2020-V77-I2-9606 cristin:1817835 |
op_doi |
https://doi.org/10.18666/TPE-2020-V77-I2-9606 |
container_title |
The Physical Educator |
container_volume |
77 |
container_issue |
2 |
container_start_page |
384 |
op_container_end_page |
403 |
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1792501381156831232 |