Development and Validation of Student Amotivation Scale in High School Physical Education

??? ????????? ?????????????????? ???????????? ???????????? ???????????? ??????????????? ????????????, ?????? ????????? ???????????? ?????? ??????????????? ????????? ????????? ????????? ?????? ???????????? ???????????? ????????? ??????????????? ????????? ???????????? ?????? ????????? ????????? ????????? ??????????????? ???????????????. ?????? ?????? 1??? ??????????????? ????????? ??????????????? ????????? ???????????? ??? ???????????? ????????? ????????? ????????? ???????????????, ????????? ??? ??? 60????????? 5????????? ???????????????. ??? 60????????? ?????? ????????? ?????? ??????????????? ????????? ????????? ????????????(n=260)?????? ??????????????????, ????????? ????????? ?????? ??? ????????? ??????????????? ?????? ????????????????????? ????????? ??????????????? ???????????????. 2??? ??????????????? 1??? ???????????? ????????? ??? 4???????????? ????????? 5?????? 20????????? ?????? ????????? ????????? ????????? ??? ?????? ????????? ????????????(n=179)?????? ???????????? ????????? ??????????????? ?????? ????????? ???????????? ???????????? ???????????????. ??????, ??? ????????? ?????? ????????? ????????? ???????????? ??? 5???????????? ????????? ??????????????? ???????????? ???????????? ??? ?????? ?????????????????? ???????????????. ?????? ?????? 5?????? 20????????? ???????????? ????????? ????????? ??????????????? ???????????????. ??? ???????????? ???????????? ???????????? ????????? ??????????????? ????????????????????? ??????????????? ????????????. ????????? ????????? ?????? ????????? ???????????? ?????? ???????????????????????? ????????? ??????, ???????????? ?????? ??????????????? ???????????? ?????? ?????? ????????? ????????????. ?????? ?????? ?????????????????? ????????? ????????? ?????? ??????????????? ??? ??????????????? ?????? ??????????????? ?????? ????????? ???????????????.This article outlines the initial development of a multidimensional measure designed to assess students` amotiva-tion in Korean high school physical education (PE). First, we asked high-school students currently enrolled in PE classes about their experiences of amotivation so that we could generate a pool of items. In Study 1(n=260), an exploratory factor analysis of these items supported the hypothesized multidimensional amotivation construct with five dimensions: deficiency of ability, deficiency of effort, low value placed on the task, unappealing task characteristics, and problematic relationship. In study 2(n=179), a confirmatory factor analysis again supported the factorial structure. The supported model comprised these same five factors. Further, each of the five factors correlated negatively with students` future intention toward physical activity, a finding that supports the predictive validity of both each individual factor and the scale overall. Regarding gender differences, females reported more amotivation than did males. The multifaceted nature of students` motivational deficits in PE classes, as represented by their amotivation scores, should be considered in teaching and learning in the physical education