This thesis aimed to explore motivation toward Physical Education and its relation to academic stress among Chinese adolescents through Self-Determination Theory. In study we measured motivation toward Physical Education Scale among Chinese (n = 1,287) and Spanish (n = 1,006) adolescents through the Perceived Locus of Causality. The results largely supported the reliability and the validity of the scale in both cultures as well as its cross-cultural equivalence except for three problematic items found in the Chinese sample. Moreover, Chinese adolescents scored higher in more self-determined motivation (i.e., intrinsic motivation and identified regulation) and lower in less self-determined motivation (i.e., introjected regulation, external regulation, and amotivation) than Spanish adolescents. In study 2 we measured motivation toward Physical Education through Perceived Locus of Causality Scale and academic stress through Educational Stress Scale for Adolescents among Chinese adolescents (n = 556) at the beginning of the semester and 3 months later. Less self-determined motivation was found to be positively related to all academic stress factors except for the negative relationship between amotivation and worry about grade during second data collection. However, more self-determined motivation was found to be negatively related to pressure from study, workload, and despondency, but positively related to worry about grades. In addition, identified regulation positively predicted worry about grades while amotivation positively predicted workload and despondency. Meanwhile, despondency negatively predicted identified regulation. Overall, the findings supported the motivation structure based on Self-Determination Theory in Chinese Physical Education context in line with the universality of the motivation structure. The problematic items and mean difference between China and Spain suggested that despite of the universal structure, the measurement model may not be the same across cultures which requires further examination and adaptation of the motivation measurement based on Self-Determination Theory. Related to the specific academic context in China, these results supported the generalization of relationship between motivation based on Self-Determination Theory and stress across Physical Education and academic contexts which highlight the importance of motivation in physical education not only in promoting students´ physical activity but also in improving academic experiences.
|Date of Award||5 Jul 2019|
|Supervisor||Jaime Jose Cruz Feliu (Tutor) & Carme Viladrich (Director)|
- Motivació; Motivación; Motivation; Estrès acadèmic; Estrés académico; Academic stress; Educació física/educación física; Physicaleducation