The Effects of Factors Influencing Learning Motivation on Self Deterministic Motivation Type in General Physical Education Class

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The purpose of this study is to analyze the relationship between self deterministic motivation types and factors influencing learning motivation and according to sex, grade, and type of students. The subjects of the study were 583 students who were attending physical education at Seoul H University. The questionnaire was used to analyze 544 items, except for 39 items, which were not reliable. Questionnaire consisted of learning motivation influencers (learner, instructor, learning group) and self deterministic motive type (internal motivation, external motivation 1, external motivation 2, no motivation). Followings are results of the study of The Effect of Factors Influencing Learning Motivation on Self Deterministic Motivation Type in General Physical Education Class in General Physical Education Class First, there was a significant difference in motivation type between male and female, grade, and item in the verification of difference between Factors Influencing Learning Motivation and motivation type according to general characteristics. Second, it was found that factors influencing the internal motivation of the self deterministic motivation type are the static influence of the class interest, factors influencing no motivation of the self deterministic motivation type are the negative influence of the class interest, factors influencing the external motivation with low self determination of the self deterministic motivation type are the static influence of the class interest, factors influencing the external motivation with high self determination of the self deterministic motivation type are the static influence of the class interest. Third, factors influencing self deterministic motivation type were different according to sport and sex. Motivation strategies should be applied differently depending on the sport and sex. The concrete method is as follows. Male students should reinforce the reliability and intimacy of teachers in order to prevent de-motivation. Female students are more likely to lose their motivation for classes if the group cohesiveness and intimacy increase. Motivation can be given by raising learning group atmosphere and intimacy in ball games. Increasing the reliability and intimacy of the instructor in racquet sports can prevent de-motivation. In social phenomena, social interaction reduces motivation for movement. As a result, it seems that motivation strategy should be different according to sport and gender in general physical education class. In order to improve students motivation to learn in physical education, it is necessary to improve and try to improve learning motivation by satisfying class, instructor, learning group, and social satisfaction considering student' s characteristics and sports.Maste