NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1224808
Record Type: Journal
Publication Date: 2019
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1091-367X
Assessing Students' Perceived Learning and Contentment in Physical Education: A Scale Development Study and Structural Equation Modeling Analysis
Jansson, Alexander; Brun Sundblad, Gunilla; Lundvall, Suzanne; Norberg, Johan
Measurement in Physical Education and Exercise Science, v23 n3 p280-290 2019
Although students' perceived learning is central in physical education (PE), few measurements are available. Furthermore, little is known about how students' perceptions of PE effect students' perceived learning in PE. Therefore, the aim was to develop a scale to assess students' perceived learning and a measurement to assess students' perceived contentment in PE, and furthermore, to analyze the interrelationship between students' perceived learning and students' perceived contentment in PE. A total of 1203 students in Sweden who were aged 12-16 years participated. The results from the exploratory (n = 601) and confirmatory (n = 602) factor analyses as well as the validity and reliability analyses showed that there was psychometric support for the one-dimensional model perceived learning in PE and for the three-dimensional model perceived contentment in PE. The structural equation modeling analyses showed that both competence and joyfulness were directly and positively related to students' perceived learning.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools; Grade 9; High Schools; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden