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Thus, due to ethical considerations, we did not ask children themselves to specify their type or degree of impairment. Degree of impairment was measured in terms of no disability, low, moderate, and severe disability. Next, we introduce the basic concepts of QCA. We recommend Ragin for in-depth descriptions.

Academic interests

A condition is necessary if , whenever we see the outcome, then we also see the condition. An example is if every time children feel pedagogically included in PE they also report being physically included, then physical inclusion is a necessary condition for PI. However, it is possible for a child to be physically included without feeling pedagogically included. Another example is all pregnant people are women necessarily , but not all women are pregnant.

A condition is sufficient if whenever we see the condition then we also see the outcome. An example of a sufficient configuration i. However, we could still observe a child who feels socially included in PE, but with low perception of mastery climate and task orientation. The underlying epistemology and mathematical models in QCA differ from traditional statistical inference, and the notations and tables require a different interpretation. QCA uses formal logic and Boolean algebra to express the relationships between conditions and the outcome.

The formula specifies two sufficient, yet distinct, paths toward SI, namely mastery-oriented climate for children who are task oriented OR an autonomy-supportive climate for children who are not amotivated. Whether we can interpret the formula as causal paths need to be theoretically determined Ragin, In the fictitious formula above, all four conditions are INUS conditions. INUS conditions are phenomena beyond the reach of conventional statistical analysis Ragin, The calibration of thresholds is both a qualitative and a quantitative approach in that they are assigned on the basis of theoretical knowledge and empirical evidence Ragin, Membership scores in the range 0.

Score equal to 0.

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After the calibration of the variables, memberships in the different conditions are compared to identify necessity and sufficiency relations between the conditions and the outcome. In an effort to reduce the complexity of the results and to reduce the challenge of limited diversity i. In this study, the conditions are divided into contextual conditions motivational climates and physical inclusion and individual attributes motivational orientation, motivation regulation, and satisfaction of basic psychological needs.

The two groups of conditions are introduced in the analyses in two steps. In the first step, we analyze the relations between the contextual conditions and perceived inclusion to identify different combinations of inclusive-supportive contexts.

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In the second step, we explore the combinations of individual attributes within the inclusion-supportive climates that jointly lead to SI and PI in PE. The measure of consistency con indicates the degree to which cases with the outcome also exhibit the conditions and corresponds to the role of the p value in statistical inference. Perfect consistency would imply that all cases with the same pattern of conditions would exhibit the outcome.

However, perfect consistency is rare Ragin, As recommended by Ragin , we allow limited inconsistency in the analysis with a minimum consistency score of 0. Raw coverage cov. Unique coverage cov. Finally, the proportional reduction in consistency PRI measures the reduction inconsistency if one configuration is left out of the model.

We tested the models for parameter sensitivity and robustness with the use of the systematic procedures promoted by Skaaning The descriptive statistics give an overview of all variables introduced in the analyses before the calibration into set relations.

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Lower and upper thresholds of the conditions are based on the 0 and percentiles. The crossover threshold is the 3 middle score in the 5-point Likert scale, which represents maximum ambiguity i.

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  • Truth tables for the two outcomes were constructed by grouping cases with similar configurations of the contextual conditions and indicating the outcome OUT associated with each configuration. The aim of the truth table is to examine cases that share similar conditions to see if they also share the same outcome Ragin, To increase the robustness of the analyses, the minimum frequency of cases within a configuration was set to two, thus, excluding all configurations covering only one case.

    The first two configurations represent the majority of the children in the analyses.

    This supports our assumption that perceived PI and SI necessitates that children are more physically included than excluded. For SI, the following four configurations indicated that both a mastery-oriented and an autonomy-supportive climate promote SI in union with each other or with a low performance-oriented climate.

    Necessary relations between contextual conditions and PI yielded four additional unions, in which two unions included the presence of a performance climate; and two unions included low mastery climate or low physical inclusion.

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    To identify sufficient conditions for children to feel included, we need to explore sufficiency relations. Furthermore, the models indicate physical inclusion as necessary, but not sufficient condition for inclusion. As all configurations were theoretically sound and well supported by the empirical data, the inclusion-supportive conditions were included in the second step of the analyses. In the second step, we explored which combinations of individual attributes i. Each path indicates the combination of contextual conditions and individual attributes supportive of SI and PI among children with disabilities.

    The results indicated four inclusion-supportive paths for both SI and PI that differed slightly in model fit for the two outcomes. Second, fsQCA allowed us to explore whether conditions on their own or in combinations were sufficiently associated with inclusion in PE. In line with a multifaceted understanding of inclusion in PE, no single condition was sufficient to explain satisfaction with SI or PI on their own, only in combination with other conditions. Third, both the presence and absence of a condition supported inclusion in PE dependent on the different motivational pathways.

    If we look at the paths combined, we see that three attributes promoted SI and PI in all configurations, namely task orientation, satisfaction of relatedness, and low levels of amotivation. All other variables were INUS conditions i. For example, take the need for competence satisfaction COM in path S3. Second, S3 was a sufficient, but not necessary, path given that presence of the paths S2 and S3 that also supported SI. The INUS conditions exemplify that inclusion in PE is seldom a result of independent conditions—which is a common assumption in traditional statistical inference—rather the significance of a condition often depends on the co-occurrence of other conditions.

    The paths S1—S3 and P1—P3 within the physically inclusive and mastery-oriented climate indicated that children with high or low competence need satisfaction experienced SI and PI in PE dependent on the configuration with other attributes.

    Ego orientation was an irrelevant attribute in these paths, which indicate that children high and low on ego orientation could experience inclusion as long as the other attributes were present. Within this climate, children experienced SI and PI if they were task oriented, not ego oriented, intrinsically motivated, low on amotivation, and experienced satisfaction of the need for autonomy and relatedness. Qualitative comparative analysis have recently been critiqued for parameter sensitivity Skaaning, The tests indicated that the contextual analyses were robust, but the final models introducing the individual attributes were more sensitive to changes in consistency and frequency thresholds.

    One solution could be to increase the consistency threshold to 0. This would result in two paths instead of four for both SI and PI, with the paths being more robust to change in frequency thresholds. However, consistency threshold of 0. Furthermore, allowing paths with one case decreases the robustness of the solutions in most models.

    As a result, we kept the cutoff of minimum two cases for the configurations and the consistency threshold of 0. This is well within the range of consistency scores often used in fsQCA. The two-step fsQCA analyses indicated two sufficient inclusion-supportive contextual conditions and four sufficient motivational paths toward SI and PI.

    This study indicates that for children to feel socially and pedagogically included, it is necessary for them to be more physically included than excluded from the PE lessons, but physical inclusion is not sufficient by itself. For SI and PI to be achieved, children also need to experience the climate to be either mastery oriented or autonomy supportive and low on performance orientation. A new finding is that an autonomy-supportive environment does not promote SI and PI alone but does so in combination with a physically inclusive and low performance-oriented climate.

    Normative conceptions of ability and valuation of an ideal body and motor competence are inevitable in performance-oriented competitive environments Fitzgerald, ; Nicholls, These contextual conditions do not promote appreciation of diversity or mastery experiences within a heterogeneous group of children. Thus, for children to feel socially and pedagogically included, it seems particularly important to facilitate a mastery-oriented climate or to reduce the performance-oriented criteria in PE.

    In addition, common approaches to special education and adapted PE are least restrictive environment approaches and segregated teaching with an overall aim of inclusion in the future. Such efforts might not be without value, but, as Nicholls reminded us, they do not alter the PE context or the contributing factors of inequality in motivation and education. The inclusive-supportive context physically inclusive, autonomy-supportive, and low performance-oriented climate yielded one path that sufficiently explained SI and PI.

    While the inclusion-supportive context physical inclusive and mastery-oriented climate appears more robust, in that it yielded three different motivational pathways, which allows children with different motivational profiles to feel included in PE. The different paths indicate that children with different levels of satisfaction of the needs for competence and autonomy could feel both socially and pedagogically included as long as they were task oriented, low on amotivation, and experiences satisfaction of the need for relatedness.


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    This was the case for children both high and low on ego orientation, and in some paths, these relations were also independent of the level of autonomous motivation. In other words, satisfaction of all three basic psychological needs was not necessary for children to feel included in PE. This is essential when we consider that a large proportion of the children in this study did not experience the fulfilment of the need for competence or autonomy in PE. One interpretation is that a mastery climate or absence of a performance climate reduces the importance of the need for competence satisfaction because effort and learning are in focus instead of normative ability.


    The different paths also enrich our understanding of the orthogonal nature of ego and task orientation. This supports studies that emphasized high task and high ego orientation, or high task and low ego orientation as adaptive motivational attributes Roberts, To promote feelings of inclusion, the tasks should be mastery-oriented, give sufficient time for children to learn and execute the tasks, and allow for task novelty and variation.

    Disability and Rehabilitation. Finn i kanalregisteret. Om resultatet Om resultatet. Volum: Hefte: Sider: - Lenker Lenker. Importkilder Importkilder. Scopus-ID: 2-s2. Beskrivelse Beskrivelse.