The learning environment in upper secondary school physical education: The student perspective
The overreaching aim of this thesis was to gain a better understanding of the students’ perceptions of the learning environment in upper secondary school physical education, with special focus on marginalized subgroups. More specifically, the intention was to explore whether students perceived their...
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University of Stavanger, Norway
2020
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ftunivstavanger:oai:uis.brage.unit.no:11250/2657854 2023-06-11T04:13:15+02:00 The learning environment in upper secondary school physical education: The student perspective Laxdal, Aron Gauti 2020-06 application/pdf https://hdl.handle.net/11250/2657854 eng eng University of Stavanger, Norway PhD thesis UiS; ;513 Paper 1: Laxdal, A., Mjåtveit, A., Leibinger, E., Haugen, T., & Giske, R. (2019). Self-regulated learning in physical education: An analysis of perceived teacher learning support and perceived motivational climate as context dependent predictors in upper secondary school, Scandinavian Journal of Education Research, 1-13. Laxdal, A., & Giske, R. (2019). Gender and the perceived learning environment in upper secondary school physical education, Sport, Education and Society, 1-9. Laxdal, A., Johannsson, E., & Giske, R. (in press). The role of perceived competence in determining teacher support in upper secondary school physical education, The Physical Educator (Submitted version) The learning environment in upper secondary school physical education: The student perspective by Aron Gauti Laxdal, Stavanger : University of Stavanger, 2020 (PhD thesis UiS, no. 513) urn:isbn:978-82-7644-920-4 urn:issn:1890-1387 https://hdl.handle.net/11250/2657854 Copyright the author, all right reserved Navngivelse 4.0 Internasjonal http://creativecommons.org/licenses/by/4.0/deed.no © 2020 Aron Gauti Laxdal utdanningsvitenskap kroppsøving physical education gymlærere kjønnsroller PhD thesis in Educational Sciences VDP::Social science: 200::Education: 280 Doctoral thesis 2020 ftunivstavanger 2023-05-29T16:04:16Z The overreaching aim of this thesis was to gain a better understanding of the students’ perceptions of the learning environment in upper secondary school physical education, with special focus on marginalized subgroups. More specifically, the intention was to explore whether students perceived their learning environment differently depending on their teachers’ gender, the learning support they received or the perceived competence they had. Despite the learning environment being a well-researched phenomenon in the more academic school subjects, there was a substantial knowledge gap concerning its influence in physical education. The individual works that form this ensemble aimed to occlude some of those gaps. In an effort to achieve the aforementioned aims, a new instrument measuring teacher learning support in the physical education context was also constructed and validated. The chosen methodology for the thesis was cross-sectional, comprising of a multicomponent self-report questionnaire. The data was analyzed using various analytical tools, including structural modeling analysis and MANCOVA between group comparisons. The participants were 1133 upper secondary school students (Mage = 17.2, SD = 0.86) from Norway (n = 554) and Iceland (n = 579), and 17 Norwegian PE teachers (11 males, 6 females). The sampling of participants was performed using a stratified procedure representing both urban, suburban and rural settlements. Multiple steps were taken to ensure adequate sample representability. The collective results of the individual papers indicate that the current organizational trends in PE are more in line with the needs of the highly competent students, and less so with the needs of the less competent students. This tendency intensifies the differences between these groups and may be one of the primary drivers behind the negative relationship between age and appreciation for the subject. Further, the students do not appear to be self-regulating their learning to the same extent as they are in other subjects, ... Doctoral or Postdoctoral Thesis Iceland University of Stavanger: UiS Brage Norway |
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University of Stavanger: UiS Brage |
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ftunivstavanger |
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English |
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utdanningsvitenskap kroppsøving physical education gymlærere kjønnsroller PhD thesis in Educational Sciences VDP::Social science: 200::Education: 280 |
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utdanningsvitenskap kroppsøving physical education gymlærere kjønnsroller PhD thesis in Educational Sciences VDP::Social science: 200::Education: 280 Laxdal, Aron Gauti The learning environment in upper secondary school physical education: The student perspective |
topic_facet |
utdanningsvitenskap kroppsøving physical education gymlærere kjønnsroller PhD thesis in Educational Sciences VDP::Social science: 200::Education: 280 |
description |
The overreaching aim of this thesis was to gain a better understanding of the students’ perceptions of the learning environment in upper secondary school physical education, with special focus on marginalized subgroups. More specifically, the intention was to explore whether students perceived their learning environment differently depending on their teachers’ gender, the learning support they received or the perceived competence they had. Despite the learning environment being a well-researched phenomenon in the more academic school subjects, there was a substantial knowledge gap concerning its influence in physical education. The individual works that form this ensemble aimed to occlude some of those gaps. In an effort to achieve the aforementioned aims, a new instrument measuring teacher learning support in the physical education context was also constructed and validated. The chosen methodology for the thesis was cross-sectional, comprising of a multicomponent self-report questionnaire. The data was analyzed using various analytical tools, including structural modeling analysis and MANCOVA between group comparisons. The participants were 1133 upper secondary school students (Mage = 17.2, SD = 0.86) from Norway (n = 554) and Iceland (n = 579), and 17 Norwegian PE teachers (11 males, 6 females). The sampling of participants was performed using a stratified procedure representing both urban, suburban and rural settlements. Multiple steps were taken to ensure adequate sample representability. The collective results of the individual papers indicate that the current organizational trends in PE are more in line with the needs of the highly competent students, and less so with the needs of the less competent students. This tendency intensifies the differences between these groups and may be one of the primary drivers behind the negative relationship between age and appreciation for the subject. Further, the students do not appear to be self-regulating their learning to the same extent as they are in other subjects, ... |
format |
Doctoral or Postdoctoral Thesis |
author |
Laxdal, Aron Gauti |
author_facet |
Laxdal, Aron Gauti |
author_sort |
Laxdal, Aron Gauti |
title |
The learning environment in upper secondary school physical education: The student perspective |
title_short |
The learning environment in upper secondary school physical education: The student perspective |
title_full |
The learning environment in upper secondary school physical education: The student perspective |
title_fullStr |
The learning environment in upper secondary school physical education: The student perspective |
title_full_unstemmed |
The learning environment in upper secondary school physical education: The student perspective |
title_sort |
learning environment in upper secondary school physical education: the student perspective |
publisher |
University of Stavanger, Norway |
publishDate |
2020 |
url |
https://hdl.handle.net/11250/2657854 |
geographic |
Norway |
geographic_facet |
Norway |
genre |
Iceland |
genre_facet |
Iceland |
op_relation |
PhD thesis UiS; ;513 Paper 1: Laxdal, A., Mjåtveit, A., Leibinger, E., Haugen, T., & Giske, R. (2019). Self-regulated learning in physical education: An analysis of perceived teacher learning support and perceived motivational climate as context dependent predictors in upper secondary school, Scandinavian Journal of Education Research, 1-13. Laxdal, A., & Giske, R. (2019). Gender and the perceived learning environment in upper secondary school physical education, Sport, Education and Society, 1-9. Laxdal, A., Johannsson, E., & Giske, R. (in press). The role of perceived competence in determining teacher support in upper secondary school physical education, The Physical Educator (Submitted version) The learning environment in upper secondary school physical education: The student perspective by Aron Gauti Laxdal, Stavanger : University of Stavanger, 2020 (PhD thesis UiS, no. 513) urn:isbn:978-82-7644-920-4 urn:issn:1890-1387 https://hdl.handle.net/11250/2657854 |
op_rights |
Copyright the author, all right reserved Navngivelse 4.0 Internasjonal http://creativecommons.org/licenses/by/4.0/deed.no © 2020 Aron Gauti Laxdal |
_version_ |
1768390054248448000 |