The Research Dialogue

Author(s) : Dr Tushar Dhar Shukla¹, Dr. Deepak Kumar Singh²

DOI: https://doi.org/10.64880/theresearchdialogue.v5i2.27

Abstract

The primary emphasis of this study is on the ways in which students’ intrinsic and extrinsic incentives impact their level of involvement in physical education classes. The primary objective was to determine which aspects of students’ educational experiences were most and least motivating in two distinct educational paths, namely, traditional schooling and professional education. In all, there were 41 students that participated in the study. There were 25 men and 16 females, and their average age was 16.37 ± 0.829 years. The purpose of this study was to investigate the intrinsic (such as enjoyment or personal challenge) and extrinsic (such as grades or peer acceptability) driving forces of students via the use of a structured questionnaire. In spite of the fact that both internal and external variables have an effect on student participation, the findings indicate that intrinsic motivation is more significant in both instructional settings. The underlying reasons of the two groups, on the other hand, were distinct from one another. The study highlights the need of instructors developing intrinsic motivation and identifying the contextual value of extrinsic incentives in the area of physical education. Additionally, it highlights the complexity of motivational dynamics in this particular subject.

Keywords: Intrinsic motivation, Extrinsic motivation, Physical education, Student engagement, Educational pathways,

Cite this Article