Effects of integrated physical activity in academic subjects on high school students’ motivation and well-being: an intervention study applying mixed methods
Authors
Jakobsen, Line ; Christiansen, Kasper Dalsgaard
Term
4. semester
Education
Publication year
2017
Submitted on
2017-01-03
Pages
160
Abstract
This mixed-methods study examined whether weaving physical activity into regular high school lessons influences students’ motivation and well-being over eight weeks. In total, 87 students took part in movement-based lessons (intervention) and 80 followed usual teaching (control); all completed questionnaires, and eight intervention students were interviewed. Motivation was interpreted using Self-Determination Theory—which focuses on autonomy (choice), competence (feeling capable), and relatedness (feeling connected)—and the Hierarchical Model of Intrinsic and Extrinsic Motivation. Well-being was viewed from a hedonic perspective, centered on positive and negative feelings. The study found a lasting effect on perceived relatedness in academic subjects: integrating movement made students feel closer to one another. It also found short-term changes in perceived autonomy and in positive and negative feelings during lessons, linked to students experiencing the activities as varied and different. No effects were found on perceived competence.
En blandet metode-tilgang blev brugt til at undersøge, om bevægelse integreret i almindelige fag påvirker gymnasieelevers motivation og trivsel over otte uger. I alt deltog 87 elever i interventionsklasser med bevægelse, 80 elever var i en kontrolgruppe med almindelig undervisning; alle udfyldte spørgeskemaer, og otte interventions-elever blev interviewet. Motivation blev forstået ud fra Selvbestemmelsesteorien – som fokuserer på selvbestemmelse (autonomi), kompetence (at føle sig dygtig) og samhørighed (at føle sig forbundet) – samt den hierarkiske model for indre og ydre motivation. Trivsel blev set i et hedonisk perspektiv med fokus på positive og negative følelser. Studiet fandt en mere langvarig effekt på oplevet samhørighed i fagene: integreret bevægelse fik eleverne til at føle sig tættere på hinanden. Derudover var der kortvarige ændringer i oplevet autonomi samt i positive og negative følelser i timerne, knyttet til at aktiviteterne blev oplevet som varierede og anderledes. Der blev ikke fundet effekter på oplevet kompetence.
[This apstract has been rewritten with the help of AI based on the project's original abstract]
Keywords
Gymnasieelev ; Gymnasium ; Motivation ; Trivsel ; Fysisk aktivitet ; Bevægelse ; Intervention ; Kvantitativ ; Kvalitativ