The purpose of this study was to determine if the motivational profiles of male junior high weight-training students (n = 166) differ across levels of teacher and peer relatedness (high, low). The students' contextual motivation was measured using the Sport Motivation Scale II -Physical Education (SMS II-PE) pre- and post-intervention (high vs. low teacher-to-student relatedness). Situational motivation and relatedness measurements were assessed pre- and post-intervention using the Situational Motivation Scale-Physical Education (SIMS-PE), Amotivation Inventory-Physical Education Scale (AI-PE), and the Interpersonal Behavior Scale (IBS). Results revealed that situational motivation was not affected by the intervention in either group. Significant differences were observed in student's contextual motivation. That is, both within-groups contextual motivation increased. The notion of pre-existing contextual motivation and its relationship to interpersonal behavioral support and situational motivation are presented and explored.
College and Department
David O. McKay School of Education; Teacher Education
BYU ScholarsArchive Citation
Beddoes, Zack E., "Effects of Teacher-to-Student Relatedness on Adolescent Male Motivation in Weight-Training Classes" (2014). Theses and Dissertations. 3964.
self-determination, relatedness, junior high boys, weight-training