Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-Determination and Persistence in a Real-Life Setting: Toward a Motivational Model of High-School Drop Out. Journal of Personality and Social Psychology, 72, 1161-1176.
http://dx.doi.org/10.1037/0022-3514.72.5.1161

has been cited by the following article:

• TITLE: Analysis of Teacher Perception’s of Students’ Participation in Physical Education Session in Sfax

  AUTHORS: Mouna Khecharem Damak, Mourad Bahloul

  KEYWORDS: Conception, Student Teachers, PE Teacher, Social Representations, Participation in Physical Education Sessions

  JOURNAL NAME: Creative Education, Vol.6 No.10, June 26, 2015

  ABSTRACT: The concept of social representations is a polymorphous concept and is not always stable due to its interdisciplinary nature. In this paper, we will try to identify, on the one hand, the semantic universe of social representations of teachers and then identify the socio-cognitive and pedagogical processes which are at their origin, and on the other hand, tackle the problematic of the effects of social representations of students’ participation in physical education sessions as seen by Tunisian teachers. Actually, this study is part of a central question: “What does talking about social representations mean?”. As part of a convenience sampling, 200 novice and experienced physical education teachers voluntarily participated in this study. All the teachers work in secondary schools in the region of Sfax. The results of the study show that externals influence the relation-ship with the teacher, the relationship with others and pupils’ motivation plays a key role in students’ participation or non-participation during physical education.