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      • Record: found
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      The role of grit in inclusive education: a study of motivation and achievement among preservice physical education teachers

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          Abstract

          Introduction

          Grit, 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.

          Methods

          A 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.

          Results

          Correlation 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 (χ 2/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).

          Conclusion

          The 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.

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          Most cited references67

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                Author and article information

                Contributors
                Joonyoung Lee: URI : https://loop.frontiersin.org/people/2415597/overviewRole: Role: Role: Role: Role: Role:
                Jinwoo Park: URI : https://loop.frontiersin.org/people/2546245/overviewRole: Role: Role: Role: Role: Role: Role: Role:
                Journal
                Journal ID (nlm-ta): Front Psychol
                Journal ID (iso-abbrev): Front Psychol
                Journal ID (publisher-id): Front. Psychol.
                Title: Frontiers in Psychology
                Publisher: Frontiers Media S.A.
                ISSN (Electronic): 1664-1078
                Publication date (Electronic): 29 January 2024
                Publication date Collection: 2024
                Volume: 15
                Electronic Location Identifier: 1332464
                Affiliations
                [1] 1Department of Health, Physical Education, and Recreation, Jackson State University , Jackson, MS, United States
                [2] 2Sports Science Institute, Pusan National University , Busan, Republic of Korea
                Author notes

                Edited by: Henri Tilga, University of Tartu, Estonia

                Reviewed by: Ruoxuan Li, University of Notre Dame, United States

                Stanislav Sabaliauskas, Vilnius University, Lithuania

                *Correspondence: Jinwoo Park, wave3305@ 123456gmail.com
                Article
                DOI: 10.3389/fpsyg.2024.1332464
                PMC ID: 10859454
                PubMed ID: 38348252
                SO-VID: 0dbaa4c9-57cb-4ec0-b2a0-7ea69ef62fe1
                Copyright © Copyright © 2024 Lee and Park.
                License:

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                Date received : 03 November 2023
                Date accepted : 04 January 2024
                Page count
                Figures: 3, Tables: 2, Equations: 0, References: 71, Pages: 11, Words: 8810
                Funding
                The author(s) declare that no financial support was received for the research, authorship, and/or publication of this article.
                Categories
                Subject: Psychology
                Subject: Original Research
                Custom metadata
                section-at-acceptance Educational Psychology

                ScienceOpen disciplines: Clinical Psychology & Psychiatry
                Keywords: grit,preservice pe teachers,motivation,achievement goals,career intentions,structural equation modeling,inclusive education,physical education
                Data availability:
                ScienceOpen disciplines: Clinical Psychology & Psychiatry
                Keywords: grit, preservice pe teachers, motivation, achievement goals, career intentions, structural equation modeling, inclusive education, physical education

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