STUDENTS PERCEPTIONS OF THE PHYSICAL-EDUCATION CLASS ENVIRONMENT FOR BOYS AND GIRLS AND THE PERCEIVED MOTIVATIONAL CLIMATE

Greek students (N = 310) responded to surveys concerning their percept ions of the physical education class environment. Based on factor and reliability analyses, 14 scale scores were computed. Two depicted perc eptions of teacher-initiated mastery orientation nit teacher-initiated performance orientation. Six scale scores reflected the teachers' neg ative behavior toward boys, focus on boys' learning, encouragement tow ard boys, autonomy given to boys, adjustment of the lesson for boys, a nd motivation of boys. Six identical scale scores were calculated asse ssing the physical education class climate for girls. The perception o f a teacher who behaves differently toward boys and girls was negative ly related to the perception of a teacher who tried to help all studen ts to improve. It is suggested that a mastery orientation increases st udents' motivation and maintains equality in physical education.