期刊名称：Journal for Research in Arts and Sports Education
电子版ISSN：2535-2857
出版年度：2018
卷号：2
期号：1
页码：1-15
DOI：10.23865/jased.v2.916
出版社：Cappelen Damm Akademisk NOASP
摘要：Objective: To be engaged and successful in learning in physical education (PE), students needs to
be motivated. The purpose of this study was to examine the impact of flipped learning (FL) on
adolescents’ motivation to participate in PE.
Methods: Students in Grades 8–11 (N = 338, 45.3% girls) were recruited from 6 secondary and
upper-secondary schools from three different counties in Norway in the spring semester of 2016.
Following a quasi-experimental design with a control group, data were gathered using an expectancy–value
questionnaire (EVQ).
Results: Mean results revealed that FL has a significant impact on adolescents’ expectancy beliefs
and attainment values regarding participation in PE. All significant changes in the intervention
group could be explained by gender.
Conclusion: In an expectancy-value perspective, FL positively influences the motivation of adolescents,
especially that of girls, to participate in PE. Therefore, FL can be used to enhance adolescents’
motivation to participate in PE.
其他摘要：Objective: To be engaged and successful in learning in physical education (PE), students needs to be motivated. The purpose of this study was to examine the impact of flipped learning (FL) on adolescents’ motivation to participate in PE. Methods: Students in Grades 8–11 (N = 338, 45.3% girls) were recruited from 6 secondary and upper-secondary schools from three different counties in Norway in the spring semester of 2016. Following a quasi-experimental design with a control group, data were gathered using an expectancy–value questionnaire (EVQ). Results: Mean results revealed that FL has a significant impact on adolescents’ expectancy beliefs and attainment values regarding participation in PE. All significant changes in the intervention group could be explained by gender. Conclusion: In an expectancy-value perspective, FL positively influences the motivation of adolescents, especially that of girls, to participate in PE. Therefore, FL can be used to enhance adolescents’ motivation to participate in PE. {end} Expectancy belief; subjective task values; expectancy-value questionaire; flipped classrooms; blended learning; physical education (PE)
