Secondary Students' Demographic Profile, Amotivation, and Interpersonal Behavior in Learning Physical Education: A Hierarchical Correlation Study

Amotivation is a state in which there is no discernible link between a student's activity and the outcome of his or her behavior. This research focuses on the various elements that contribute to Graceville National High School students' disinterest in the subject Physical Education. A total of 998 students (502 girls and 496 boys) completed the questionnaires of Bo Shen’s Amotivation Inventory-Physical Education (AI-PE) and Pelletier’s Interpersonal Behavior. The scale from the Amotivation Inventory-Physical Education (AI-PE) was used to measure Amotivation in PE, and the Interpersonal Behavior Scale (IBS) was used to measure Teachers' Social-Support. Frequency and percentage, weighted mean, and Pearson Product Correlation Coefficient are the statistical approaches employed. The findings provided solid support for the many characteristics of amotivation in physical education, showing that amotivation may be caused by a range of factors. The key findings revealed that pupils interest in participating in physical education depends on the characteristics of the tasks and level of teachers’ support in terms of autonomy and relatedness. To improve students' participation in physical education, these should be noticed, appreciated, and addressed in the classroom in order to engage students in physical education for the sake of their health. Evidence from a number of studies seems to support the hypothesis that the experience of students in physical education have successfully motivated students themselves, providing perceptions of competence, and enjoying themselves in doing physical activity in school. It is recommended that the multiple dimensions of amotivation should be distinguished and instructionally managed during teaching and learning.