A prospective study of participation in optional school physical education using a self-determination theory framework
A prospective study of participation in optional school physical education using a self-determination theory framework
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DOI：
10.1037/0022-0663.97.3.444
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发表时间：
2005-08-01
影响因子：
4.9
通讯作者：
Ntoumanis, N
中科院分区：
文献类型：
--
作者：
Ntoumanis, N
本研究从自我决定理论出发，探讨情境和个人动机变量能否预测下一学年学生在学校体育中的认知和情感体验，以及参与选修课的情况。对302名英国青少年的结构方程模型分析表明，体育教师提供的需要支持与学生的需要满足有关，而学生的需要满足又能预测学生的自主动机。后者直接预测各种动机指数，并间接预测未来参与体育选项。此外，多变量方差分析表明，选择体育课的学生(n=171)比不选择体育课的学生(n=131)在上一学年报告的积极激励经历更多。研究结果呼吁在体育教学中促进自主动机，以提高学生的积极体验和参与率。
This study examined whether contextual and personal motivational variables, taken from self-determination theory, could predict student cognitive and affective experiences in school physical education (PE), as well as participation in optional PE in the following school year. Structural equation modeling analysis with a sample of 302 British adolescents showed that need support provided by the PE teachers was related to student need satisfaction, which in turn predicted self-determined motivation. The latter predicted directly various motivational indices and indirectly future participation in optional PE. Furthermore, multivariate analysis of variance tests showed that those who opted for PE (n = 171), compared with those who did not (n = 131), reported more positive motivational experiences in the previous school year. The findings call for the promotion of self-determined motivation in PE in order to enhance student positive experiences and participation rates.