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
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 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.
[This abstract was generated with the help of AI]
Keywords
Gymnasieelev ; Gymnasium ; Motivation ; Trivsel ; Fysisk aktivitet ; Bevægelse ; Intervention ; Kvantitativ ; Kvalitativ
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