The aim of this study was to investigate a) the effect of an interdisciplinary program of Greek folk dance, history and geography on elementary student satisfaction and motivation, b) whether this effect was similar for boys and girls, and c) the relationship between student satisfaction and motivation. One hundred and twenty six pupils (67 males & 59 females) from forth to sixth grade took part in the research. The experimental group (n=68) followed the new four-week, two lessons per week, program while the control group (n=58) followed the corresponding typical physical education program. For the evaluation of student satisfaction during class the Duda and Nicholls’ (1992) questionnaire was used while for the evaluation of student motivation during class time, the Guay, Vallerand and Blanchard (2000) questionnaire was used. Both questionnaires were applied to practice on Greek subjects by Papaioannou, et al (2002). Students completed them before the initiation of the intervention and after its completion. Descriptive statistics, reliability analysis, repeated ANOVA Measures, and Pearson correlation analysis were used for data analysis. Results showed that a. Cronbach’s alpha was satisfactory (ranging from .93, .77, .83, .88, and .69 for the initial and from .94, .84, .77, .90 and .71 for the final measure b. Τhe experimental group decreased significantly the levels of “extrinsic motivation” and “amotivation”, and enhanced significantly their “satisfaction”, “intrinsic motivation”, and “identified regulation”. c. Experimental group’s boys and girls decreased their “extrinsic motivation” and “amotivation”, and enhanced their “satisfaction”, “intrinsic motivation”, and “identified regulation” more than their control group peers. d. The control group reduced significantly the level of “extrinsic motivation”. e. Satisfaction students get out of class is positively related to intrinsic motivation and identified regulation and negatively related to extrinsic motivation. These findings support the view that an interdisciplinary program of traditional Greek dance and topics from history and geography reduces the rates of extrinsic motivation and amotivation while simultaneously increases students’ satisfaction, intrinsic motivation, and identified regulation.
|Translated title of the contribution||The effect of an interdisciplinary greek traditional dance, history, and geography program on elementary students’ satisfaction and motivation|
|Number of pages||8|
|Publication status||Published - 1 Dec 2015|
- Motivational climate
- Traditional dance