The role of grit in inclusive education: a study of motivation and achievement among preservice physical education teachers
IntroductionGrit, a combination of enduring effort and persistent interest, is key to long-term goals. The training of preservice physical education (PE) teachers is vital for child development, emphasizing the need to assess their resilience and commitment. However, research is limited regarding ho...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-01-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1332464/full |
| _version_ | 1827370377349693440 |
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| author | Joonyoung Lee Jinwoo Park |
| author_facet | Joonyoung Lee Jinwoo Park |
| author_sort | Joonyoung Lee |
| collection | DOAJ |
| description | IntroductionGrit, a combination of enduring effort and persistent interest, is key to long-term goals. The training of preservice physical education (PE) teachers is vital for child development, emphasizing the need to assess their resilience and commitment. However, research is limited regarding how grit influences motivation and achievement goals in PE. The purpose of this study was to explore how the grit dimensions of preservice PE teachers impact their motivation and achievement goals, which may subsequently shape their future career intentions of becoming PE teachers.MethodsA total of 279 preservice physical education (PE) teachers (69.5% males; 26.9% PE graduate program) from five South Korean universities participated in the study. They completed validated questionnaires measuring grit, motivation, achievement goal orientations, and career intentions. Descriptive statistics, correlation analysis, and structural equation modeling (SEM) were used to examine variable relationships and test the hypothesis model.ResultsCorrelation analysis indicated a spectrum of relationships between facets of grit (perseverance of effort and consistency of interests), motivational parameters, and career intention, with both positive and negative correlations ranging from weak to moderate (r ranging from 0.119 to 0.425, p < 0.05–0.01). SEM confirmed the model’s goodness-of-fit (χ2/df = 1.928, RMSEA = 0.058, IFI = 0.92, TLI = 0.91, CFI = 0.92). Path analysis showed that both perseverance of effort and consistency of interests significantly influenced motivational mechanisms (β ranging from −0.34 to 0.57, p < 0.05–0.01), both directly and indirectly, which then notably impacted career intentions (β = 0.10, p < 0.05). Notably, both grit dimensions significantly impacted mastery approach goals (β ranging from 0.49 to 0.56, p < 0.01). Mastery approach goals, in turn, had a substantial impact on intrinsic motivation (β = 0.27, p < 0.01), which subsequently significantly influenced career intentions (β = 0.32, p < 0.01).ConclusionThe study illuminated the complex relationships between grit dimensions, motivation, achievement goals, and career intentions of future PE teachers. SEM validation confirmed grit’s direct and indirect influence on goal orientations and motivation, underscoring the importance of incorporating grit-building strategies alongside mastery approach goals in preservice PE programs to enhance resilience, dedication, and long-term career commitment. |
| first_indexed | 2024-03-08T10:14:23Z |
| format | Article |
| id | doaj.art-2bd164ad088b43408c242d6bad5f6097 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-08T10:14:23Z |
| publishDate | 2024-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-2bd164ad088b43408c242d6bad5f60972024-01-29T04:32:17ZengFrontiers Media S.A.Frontiers in Psychology1664-10782024-01-011510.3389/fpsyg.2024.13324641332464The role of grit in inclusive education: a study of motivation and achievement among preservice physical education teachersJoonyoung Lee0Jinwoo Park1Department of Health, Physical Education, and Recreation, Jackson State University, Jackson, MS, United StatesSports Science Institute, Pusan National University, Busan, Republic of KoreaIntroductionGrit, a combination of enduring effort and persistent interest, is key to long-term goals. The training of preservice physical education (PE) teachers is vital for child development, emphasizing the need to assess their resilience and commitment. However, research is limited regarding how grit influences motivation and achievement goals in PE. The purpose of this study was to explore how the grit dimensions of preservice PE teachers impact their motivation and achievement goals, which may subsequently shape their future career intentions of becoming PE teachers.MethodsA total of 279 preservice physical education (PE) teachers (69.5% males; 26.9% PE graduate program) from five South Korean universities participated in the study. They completed validated questionnaires measuring grit, motivation, achievement goal orientations, and career intentions. Descriptive statistics, correlation analysis, and structural equation modeling (SEM) were used to examine variable relationships and test the hypothesis model.ResultsCorrelation analysis indicated a spectrum of relationships between facets of grit (perseverance of effort and consistency of interests), motivational parameters, and career intention, with both positive and negative correlations ranging from weak to moderate (r ranging from 0.119 to 0.425, p < 0.05–0.01). SEM confirmed the model’s goodness-of-fit (χ2/df = 1.928, RMSEA = 0.058, IFI = 0.92, TLI = 0.91, CFI = 0.92). Path analysis showed that both perseverance of effort and consistency of interests significantly influenced motivational mechanisms (β ranging from −0.34 to 0.57, p < 0.05–0.01), both directly and indirectly, which then notably impacted career intentions (β = 0.10, p < 0.05). Notably, both grit dimensions significantly impacted mastery approach goals (β ranging from 0.49 to 0.56, p < 0.01). Mastery approach goals, in turn, had a substantial impact on intrinsic motivation (β = 0.27, p < 0.01), which subsequently significantly influenced career intentions (β = 0.32, p < 0.01).ConclusionThe study illuminated the complex relationships between grit dimensions, motivation, achievement goals, and career intentions of future PE teachers. SEM validation confirmed grit’s direct and indirect influence on goal orientations and motivation, underscoring the importance of incorporating grit-building strategies alongside mastery approach goals in preservice PE programs to enhance resilience, dedication, and long-term career commitment.https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1332464/fullgritpreservice PE teachersmotivationachievement goalscareer intentionsstructural equation modeling |
| spellingShingle | Joonyoung Lee Jinwoo Park The role of grit in inclusive education: a study of motivation and achievement among preservice physical education teachers Frontiers in Psychology grit preservice PE teachers motivation achievement goals career intentions structural equation modeling |
| title | The role of grit in inclusive education: a study of motivation and achievement among preservice physical education teachers |
| title_full | The role of grit in inclusive education: a study of motivation and achievement among preservice physical education teachers |
| title_fullStr | The role of grit in inclusive education: a study of motivation and achievement among preservice physical education teachers |
| title_full_unstemmed | The role of grit in inclusive education: a study of motivation and achievement among preservice physical education teachers |
| title_short | The role of grit in inclusive education: a study of motivation and achievement among preservice physical education teachers |
| title_sort | role of grit in inclusive education a study of motivation and achievement among preservice physical education teachers |
| topic | grit preservice PE teachers motivation achievement goals career intentions structural equation modeling |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1332464/full |
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