{"id":{"repo_id":"unm","oai_identifier":"oai:digitalrepository.unm.edu:educ_hess_etds-1036"},"canonical_url":"https://search.dev.ndltd.org/etd/unm/oai:digitalrepository.unm.edu:educ_hess_etds-1036","repository":{"repo_id":"unm","name":"University of New Mexico","base_url":"https://digitalrepository.unm.edu/do/oai/"},"display":{"title":"Assessment of Pre-service Physical Education Teacher Education (PETE) Students Self-Regulation: Implications for Teacher Foundational Enhancement","abstract":"The purpose of this quantitative dissertation was to examine factors determining self-regulation of pre-service physical education teacher education (PETE) students. There is a gap in the literature on self-regulatory capabilities of pre-service teachers and how they self-regulate their learning. Self-regulation theory, the foundation of this study, holds that the better one is at self-regulation, the better one is able to attain his or her goals. This research examined whether a relationship exists between pre-service physical education teachers self-regulation, goal-setting, strategy implementation, and strategy monitoring as a function of gender, year in program, current GPA, anticipated GPA upon graduation, and weekly study time. The relationship between variables was examined by implementing descriptive statistics and factorial ANOVA's. Pre-service physical education students at a major university in the southwest (n=141) were given the Five-Component Scale of Self-Regulation (FCSSR) (Maclellan & Soden, 2006) to measure self-regulation as based on the social cognitive theory. Results showed there was a significant relationship between pre-service physical education teachers overall self-regulation and how much they studied through their academic week. Gender, year in program, current GPA, and anticipated GPA upon graduation were not factors as measured against self-regulation and its subcomponents (goal-setting, strategy monitoring, and strategy implementation). These findings indicate self-regulating pre-service teachers utilize an optimal amount of study time throughout a given week. Additional findings showed there was statistical significance in the interactions between the participant's year in program and GPA in that the lower the GPA, the higher the self-regulatory skills are. This indicates there is a plateau effect as students mature in their self-regulatory abilities while in their PETE program.'","abstract_html":"The purpose of this quantitative dissertation was to examine factors determining self-regulation of pre-service physical education teacher education (PETE) students. There is a gap in the literature on self-regulatory capabilities of pre-service teachers and how they self-regulate their learning. Self-regulation theory, the foundation of this study, holds that the better one is at self-regulation, the better one is able to attain his or her goals. This research examined whether a relationship exists between pre-service physical education teachers self-regulation, goal-setting, strategy implementation, and strategy monitoring as a function of gender, year in program, current GPA, anticipated GPA upon graduation, and weekly study time. The relationship between variables was examined by implementing descriptive statistics and factorial ANOVA's. Pre-service physical education students at a major university in the southwest (n=141) were given the Five-Component Scale of Self-Regulation (FCSSR) (Maclellan & Soden, 2006) to measure self-regulation as based on the social cognitive theory. Results showed there was a significant relationship between pre-service physical education teachers overall self-regulation and how much they studied through their academic week. Gender, year in program, current GPA, and anticipated GPA upon graduation were not factors as measured against self-regulation and its subcomponents (goal-setting, strategy monitoring, and strategy implementation). These findings indicate self-regulating pre-service teachers utilize an optimal amount of study time throughout a given week. Additional findings showed there was statistical significance in the interactions between the participant's year in program and GPA in that the lower the GPA, the higher the self-regulatory skills are. This indicates there is a plateau effect as students mature in their self-regulatory abilities while in their PETE program.'","abstract_has_math":false,"creators":["Olson, Terry"],"institution":null,"degree_name":"Physical Education, Sports and Exercise Science","degree_level":"Dissertation","degree_discipline":"Health, Exercise, and Sports Sciences","degree_department":null,"school":null,"contributors":["Napper-Owen, Gloria","Flowerday, Terri","Barnes, John","Wilmerding, Virginia"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-02-09T08:00:00Z","date_published":"2010-02-09T08:00:00Z","updated_at":"2026-07-24T05:26:22Z","subjects":["Student teachers--Psychology","Self-control--Research","Physical education teachers--Training of"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalrepository.unm.edu/educ_hess_etds/37"],"render_values":[{"text":"https://digitalrepository.unm.edu/educ_hess_etds/37","href":"https://digitalrepository.unm.edu/educ_hess_etds/37","code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/1928/10310","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Napper-Owen, Gloria","Flowerday, Terri","Barnes, John","Wilmerding, Virginia"]},{"key":"dc:creator","label":"Author","values":["Olson, Terry"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Health, Exercise, and Sports Sciences"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation","Doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Physical Education, Sports and Exercise Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Student teachers--Psychology","Self-control--Research","Physical education teachers--Training of"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/1928/10310","https://digitalrepository.unm.edu/educ_hess_etds/37"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this quantitative dissertation was to examine factors determining self-regulation of pre-service physical education teacher education (PETE) students. There is a gap in the literature on self-regulatory capabilities of pre-service teachers and how they self-regulate their learning. Self-regulation theory, the foundation of this study, holds that the better one is at self-regulation, the better one is able to attain his or her goals. This research examined whether a relationship exists between pre-service physical education teachers self-regulation, goal-setting, strategy implementation, and strategy monitoring as a function of gender, year in program, current GPA, anticipated GPA upon graduation, and weekly study time. The relationship between variables was examined by implementing descriptive statistics and factorial ANOVA's. Pre-service physical education students at a major university in the southwest (n=141) were given the Five-Component Scale of Self-Regulation (FCSSR) (Maclellan & Soden, 2006) to measure self-regulation as based on the social cognitive theory. Results showed there was a significant relationship between pre-service physical education teachers overall self-regulation and how much they studied through their academic week. Gender, year in program, current GPA, and anticipated GPA upon graduation were not factors as measured against self-regulation and its subcomponents (goal-setting, strategy monitoring, and strategy implementation). These findings indicate self-regulating pre-service teachers utilize an optimal amount of study time throughout a given week. Additional findings showed there was statistical significance in the interactions between the participant's year in program and GPA in that the lower the GPA, the higher the self-regulatory skills are. This indicates there is a plateau effect as students mature in their self-regulatory abilities while in their PETE program.'"]},{"key":"dc:title","label":"Title","values":["Assessment of Pre-service Physical Education Teacher Education (PETE) Students Self-Regulation: Implications for Teacher Foundational Enhancement"]}]}],"canonical_facts":{"dc:contributor":["Napper-Owen, Gloria","Flowerday, Terri","Barnes, John","Wilmerding, Virginia"],"dc:creator":["Olson, Terry"],"dc:description.abstract":["The purpose of this quantitative dissertation was to examine factors determining self-regulation of pre-service physical education teacher education (PETE) students. There is a gap in the literature on self-regulatory capabilities of pre-service teachers and how they self-regulate their learning. Self-regulation theory, the foundation of this study, holds that the better one is at self-regulation, the better one is able to attain his or her goals. This research examined whether a relationship exists between pre-service physical education teachers self-regulation, goal-setting, strategy implementation, and strategy monitoring as a function of gender, year in program, current GPA, anticipated GPA upon graduation, and weekly study time. The relationship between variables was examined by implementing descriptive statistics and factorial ANOVA's. Pre-service physical education students at a major university in the southwest (n=141) were given the Five-Component Scale of Self-Regulation (FCSSR) (Maclellan & Soden, 2006) to measure self-regulation as based on the social cognitive theory. Results showed there was a significant relationship between pre-service physical education teachers overall self-regulation and how much they studied through their academic week. Gender, year in program, current GPA, and anticipated GPA upon graduation were not factors as measured against self-regulation and its subcomponents (goal-setting, strategy monitoring, and strategy implementation). These findings indicate self-regulating pre-service teachers utilize an optimal amount of study time throughout a given week. Additional findings showed there was statistical significance in the interactions between the participant's year in program and GPA in that the lower the GPA, the higher the self-regulatory skills are. This indicates there is a plateau effect as students mature in their self-regulatory abilities while in their PETE program.'"],"dc:identifier":["http://hdl.handle.net/1928/10310","https://digitalrepository.unm.edu/educ_hess_etds/37"],"dc:language":["English"],"dc:subject":["Student teachers--Psychology","Self-control--Research","Physical education teachers--Training of"],"dc:title":["Assessment of Pre-service Physical Education Teacher Education (PETE) Students Self-Regulation: Implications for Teacher Foundational Enhancement"],"thesis:degree_discipline":["Health, Exercise, and Sports Sciences"],"thesis:degree_level":["Dissertation","Doctoral"],"thesis:degree_name":["Physical Education, Sports and Exercise Science"]},"updated_at":"2026-07-24T05:26:22Z"}