Author ORCID Identifier

https://orcid.org/0009-0002-8647-9552

Date Available

8-12-2025

Year of Publication

2025

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

Kinesiology and Health Promotion

Faculty

Dr. Heather Erwin

Faculty

Dr. Aaron Beighle

Abstract

This study investigates the intricate relationship between intrinsic motivation and various factors within the context of physical education (PE) among high school students. Drawing upon Self-Determination Theory as a conceptual framework, the study aims to unravel the influence of perceived challenge, perceptions towards physical activity (PA) during PE, personal characteristics, gender differences, PA levels, and their interactions on students' intrinsic motivation in PE.

A quantitative approach was adopted, utilizing surveys including the Challenge Scale, Intrinsic Motivation Inventory, Relatedness Scale, and Physical Activity Questionnaire for Adolescents. Data was collected from a convenience sample of 92 high school students from Great Crossing High School, Kentucky.

Pearson correlation analyses and ANOVA tests were conducted to explore the associations between perceived challenge and intrinsic motivation, as well as differences in intrinsic motivation across challenge levels. Linear regression analyses were performed to identify predictors of intrinsic motivation, examining the roles of gender, perceived challenge, competence, autonomy, relatedness, and value.

Results indicated a positive association between perceived challenge and intrinsic motivation, with perceived challenge emerging as a significant predictor. Gender differences were observed, with males exhibiting higher intrinsic motivation and different predictors compared to females. Furthermore, students with varying PA levels demonstrated distinct predictors for intrinsic motivation.

These findings contribute to a nuanced understanding of intrinsic motivation dynamics in PE and offer practical implications for educators. By tailoring tasks to appropriate challenge levels and considering individual differences, educators can effectively foster intrinsic motivation and enhance students' engagement in physical activities.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2025.290

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