Fitting Multidimensional Amotivation into the Self-Determination Theory Nomological Network: Application in School Physical Education

Abstract

The present study investigated the nomological validity of the Amotivation Inventory–Physical Education (Shen, Wingert, Li, Sun, & Rukavina, 2010b) scores by examining the associations of ability, effort, value, and task characteristics amotivation beliefs with self-determination theory variables. Data were collected from 401 fifth- and sixth-grade students, 416 middle-school students, and 401 high-school students. After providing support for the correlated four-factor structure, the hierarchical structure, internal consistency, and composite reliability of the Amotivation Inventory–Physical Education scores, large negative correlations emerged with perceived autonomy support by the PE teacher; needs for autonomy, competence, and relatedness; identified regulation; intrinsic motivation; and students' subjective vitality. Strong positive correlations were obtained with unidimensional amotivation and external regulation, and weak correlations were obtained with introjected regulation. Also, multidimensional amotivation beliefs partially mediated the relationship between the need for autonomy and subjective vitality. The results provided support for the nomological aspect of construct validity of the Amotivation Inventory–Physical Education scores.

Keywords:

• nomological network
• amotivation
• self-determination theory
• children

ACKNOWLEDGMENTS

The present study was supported by the Greek Institute for Pedagogy that provided access to the schools of the study. The facilitation and support to data collection procedures of the following school principals and PE teachers in the geographical area of Serres are also gratefully acknowledged:

	for elementary schools: D. Anastasiadou, A. Mademtzoglou, S. Koronidis, M. Karamanou, Ch. Koutourousios, T. Pantsiou, K. Houvardas, P. Kazakas, E. Trakalianis, M. Takou, Th. Ambatzis, I. Andriskos, G. Tsitkanos, Ch. Ksimitoudi, Ch. Pramas, K. Konstantinou, Th. Prodromou, K. Simeonidis, A. Garefas, A. Kitsiou, S. Trentsios, R. Kagioglou, E. Karakasi, G. Karaolanis, S. Arabatzi, D. Bitsios, C. Giannakidis, C. Zisios, G. Siomos, I. Tzenos, D. Hatziioannidou, A. Limpoudis, and G. Tsagalidis;
	for middle schools: N. Tachinozlis, D. Mantzaridis, A. Solaki, Ch. Deligiannidis, P. Samsaris, K. Karipidis, N. Plitsis, E. Nikolaidou-Droselti, Ch. Bragatzis, Th. Paralis, Ag. Poulitsidis, and D. Botsios;
	for high schools: V. Tsairas, V. Makris, I. Protopappas, D. Mertzanidis, P. Pelitaris, Ch. Karagounis, P. Samara, C. Teneketzis, A. Alexiadou, D. Kefalas, and C. Alexiadis.