Motivational regulation strategies for university physical education classes as liberal education and other related factors

Abstract

　Strategies for motivating the regulation of behavior are crucial for promoting active learning. This study explored the structure of motivational regulation strategies for university physical education classes as liberal education through the development of a scale and investigated the relationship between the use of motivational regulation strategies and perceived utility and self-efficacy. A questionnaire survey of university students (n=591) taking physical education classes was conducted. The survey questions asked about motivation for exercise, perceived usefulness, self-efficacy, and items for developing a scale for motivational regulation. Exploratory factor analysis of the motivational regulation strategy scale showed a factor structure comprising 4 factors: “intrinsic regulation strategy”, “cooperation strategy”, “self-consequating strategy”, and “shame avoidance strategy”. Internal consistency for subscales and test-retest correlations were examined to check reliability, and confirmatory factor analysis and correlations with self-determination motivation for the exercise scale were used to assess validity. The results of both analyses were satisfactory. Next, the relationship between the use of motivational regulation strategies and perceived utility and self-efficacy was examined using multiple regression analysis. The results showed that: (1) Perceived utility had a positive association with the use of all strategies. (2) Self-efficacy had a positive association with the use of “intrinsic regulation strategy,” “cooperation strategy” and　“selfconsequating strategy.” (3) Self-efficacy had a negative association with the use of “shame avoidance strategy.” These findings suggest that self-efficacy and perceived usefulness both support the employment of motivational management tools in university physical education classes for liberal arts.