Changes in students´ social cognitive factors, motivation climate and physical education enjoyment from 7th grade to 8th grade

The purpose of this study was to test the combination of self-esteem theory (Deci & Ryan 1985, 1991, 2000) and the goal orientation theory (Nicholls 1989) and to analyze the changes in cognitive motivational factors, motivation climate and leisure in 7-8 grades. The theoretical reference framework of the study was a combination of self-theory and theory of object orientation. The theoretical point of departure was that when a motivated motivational atmosphere occurs, the student experiences competence, autonomy and social cohesion during physical activity, so he enjoys acting. Part of Yli Piipari's (2009) dissertation material was used as a research material. Of the 393 middle-sized upper secondary pupils who were at the beginning of the study, 7-grade students were taken to the discreet sample. Longitudinal data were collected by repeated surveys with repeat measurements in 2007-2009. Objective orientation was measured by the Perception of Success Questionnaire(Roberts, Treasure & Balague 1998) (Liukkonen 1998). Motivation climate, experienced autonomy and social cohesion were measured in the Finnish version of the Perceived Motivation Climate in Sport Questionnaire (Seifriz, Duda & Chi 1992) (Liukkonen 1998). The four-part Enjoyment in Sport meter (Scanan et al., 1993) was used to measure the comfort of the user (Liukkonen 1998). The reliability of the gauges was evaluated using Cronbach alpha coefficients. The ratios were relatively high for all meters. In the main component analyzes, the communitarians of the variables adequately supported the structural valorisation of the meters. Major component analyzes were used to summarize a large number of variables. The analyzes compared the variables' frequencies, mean values ​​and diffractions. The statistical significance of the averages was tested by means of variance analysis and covariance analysis of repeated measurements. The combination of the theory of self-determination (Deci & Ryan 1985, 1991, 2000) and the object orientation theory (Nicholls 1989) proved to be a valid theory for explaining changes in cognitive motivation, motivation climate and comfort. According to these results, cognitive motivational factors (goal orientation, autonomy and social cohesion), and in particular the reinforcement of the mission-oriented motivational climate, seem to be the main drivers for physical motivation and enjoyment of the students in physical activity. 2000) and the combination of the Object Orientation Theory (Nicholls 1989) turned out to be a valid theory to explain the changes in cognitive motivational factors, motivational climate, and leisure. According to these results, cognitive motivational factors (goal orientation, autonomy and social cohesion), and in particular the reinforcement of the mission-oriented motivational climate, seem to be the main drivers for physical motivation and enjoyment of the students in physical activity. 2000) and the combination of the Object Orientation Theory (Nicholls 1989) turned out to be a valid theory to explain the changes in cognitive motivational factors, motivational climate, and leisure. According to these results, cognitive motivational factors (goal orientation, autonomy and social cohesion), and in particular the reinforcement of the mission-oriented motivational climate, seem to be the main drivers of physical motivation and enjoyment of the students during the sports classes.