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dc.contributor.authorØsterlie, Ove
dc.date.accessioned2018-02-16T14:37:59Z
dc.date.available2018-02-16T14:37:59Z
dc.date.created2018-01-21T19:36:37Z
dc.date.issued2018
dc.identifier.citationJournal for Research in Arts and Sports Education. 2018, 2 (1), 1-15.nb_NO
dc.identifier.issn2535-2857
dc.identifier.urihttp://hdl.handle.net/11250/2485468
dc.description.abstractObjective: 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.nb_NO
dc.language.isoengnb_NO
dc.publisherCappelen Damm Akademisknb_NO
dc.relation.urihttps://jased.net/index.php/jased/article/view/916
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleCan flipped learning enhance adolescents’ motivation in physical education? An intervention studynb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.source.pagenumber1-15nb_NO
dc.source.volume2nb_NO
dc.source.journalJournal for Research in Arts and Sports Educationnb_NO
dc.source.issue1nb_NO
dc.identifier.doihttps://doi.org/10.23865/jased.v2.916
dc.identifier.cristin1548673
dc.description.localcode© 2018 O. Østerlie. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and redistribute the material in any medium or format and to remix, transform, and build upon the material for any purpose, even commercially, provided the original work is properly cited and states its licensenb_NO
cristin.unitcode194,67,80,0
cristin.unitnameInstitutt for lærerutdanning
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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