Testing a self-determination theory-based teaching style intervention in the exercise domain
Testing a self-determination theory-based teaching style intervention in the exercise domain
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DOI：
10.1002/ejsp.463
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发表时间：
2008-03-01
影响因子：
3.9
通讯作者：
Duda, Joan L.
中科院分区：
文献类型：
--
作者：
Edmunds, Jemma;Ntoumanis, Nikos;Duda, Joan L.
本研究以自主决策理论(SDT)为指导，考察了自主性支持型、结构型和人际参与型教学风格对健身班学员心理需求满足、动机调节、锻炼行为、行为意向和情感的影响。参加为期10周锻炼计划的女性锻炼班参与者接受基于SDT的(即SDTC；n=25)或典型(即对照组；n=31)教学风格。在控制条件下，随着时间的推移，自主性支持、动机和行为意图显著减少。此外，他们报告说，能力和内插式监管显著增加。与对照条件相比，SDTC报告的结构和人际卷入关系和能力需要满足和积极情感的线性增加显著更大。SDTC的出席率明显较高。基于SDT的社会情境特征和心理需求预测自主调节；所有这些变量共同预测适应性结果。版权所有(C)2007 John Wiley&Sons，Ltd.
Drawing from self-determination theory (SDT), this study examined the effect of an autonomy supportive, well structured and interpersonally involving teaching style on exercise class participants' psychological need satisfaction, motivational regulations, exercise behaviour behavioural intention and affect. Female exercise class participants enrolled in a 10-week exercise program were exposed to an SDT-based (i.e. SDTc; n = 25) or typical (i.e. control group; n = 31) teaching style. The control condition reported a significant decrease in autonomy support, amotivation and behavioural intention over time. In addition, they reported a significant increase in competence and introjected regulation. Compared to the control condition, the SDTc reported a significantly greater linear increase in structure and interpersonal involvement relatedness and competence need satisfaction and positive affect. Attendance rates were significantly higher in the SDTc. SDT-based social-contextual characteristics and psychological needs predicted autonomous regulations; all these variables collectively predicted adaptive outcomes. Copyright (c) 2007 John Wiley & Sons, Ltd.