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Gender Differences in the Relationship Between Teacher Autonomy Support and Amotivation in Physical Education

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Abstract

Using the taxonomy of amotivation as theoretical framework, this study was designed to examine gender differences in the relationship between teacher autonomy support, amotivation and intention for future physical education participation. An amotivation model addressing the relationship was hypothesized and tested. Three hundred thirty four high school students (177 boys and 157 girls) from a major Midwest metropolitan area in the United States completed questionnaires assessing their relevant psychological and behavioral constructs. Path model analyses supported the model tenability but revealed several gender-specialized characteristics. Although girls demonstrated overall higher amotivation and were more likely to be influenced by inadequate teacher autonomy support, boys showed more strength than girls in the negative impact of amotivation on the intention. It is suggested that gender plays a significant role in amotivation development in physical education. The gender differences should be identified, appreciated, and instructionally addressed to enhance students’ participation in physical education.

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  1. Division of Kinesiology, Health, and Sport Studies, Wayne State University, Detroit, MI, 48202, USA

    Bo Shen

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Correspondence to Bo Shen.

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Shen, B. Gender Differences in the Relationship Between Teacher Autonomy Support and Amotivation in Physical Education. Sex Roles 72, 163–172 (2015). https://doi.org/10.1007/s11199-015-0448-2

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