The purpose of this study is to analyze the causal structure of the Promotion Process of Initiative Problem-solving Ability (PPIPA). Study is focused on high school physical education utilizing Structural Equation Modeling (SEM). Subjective problem solving skills on physical education was measured by a questionnaire survey, answered by 651 male high school students (2010: 1^st, 2^nd, 3^rd grades. 2011: 1^st grade. 2012: 1^st grade).
The causal structure model of the PPIPA in the physical education was hypothesized to be a cyclic causal loop consisting of 4 major domains: 1. intrinsic motivation, 2. initiative action, 3. achievement satisfaction and 4. self-recognition.
Standardized Cronbach's α coefficients of reliability and validity were statistically moderate for the causal structure analysis. The causal coefficient between the domains of intrinsic motivation and initiative action ability was. 36, followed by. 65 between the domains of initiative action ability and achievement satisfaction. 52 between those of achievement satisfaction and self-recognition and. 50 between those of self-recognition and intrinsic motivation. These causal coefficients between the domains of the model were statistically significant (P＜. 05).
The degree of the model fitting indicator GFI was .902, followed by .883 for AGFI, .959 for CFI, .926 for NFI, .042 for RMSEA and 1571.486 for AIC.
It was inferred that the causal structure model of the PPIPA at physical education was statistically valid from the degrees of the model-fitting indicators.