Perceptions of the teaching environment, engagement and burnout among university students on a sports-related degree programme in the UK
Perceptions of the teaching environment, engagement and burnout among university students on a sports-related degree programme in the UK
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DOI：
10.3794/johlste.102.326
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发表时间：
2011-10-01
影响因子：
3.7
通讯作者：
Wakefield, Caroline
中科院分区：
文献类型：
--
作者：
Adie, James;Wakefield, Caroline
本研究旨在探讨知觉教学风格、参与度与倦怠之间的关系。63名英国学生完成了一份关于他们本科运动心理学课程的多部分问卷。回归分析显示，知觉教学风格解释的方差的32%，在敬业度和倦怠。更具体地说，知觉到的“自主支持”积极预测敬业方面，并负向预测降低效能和玩世不恭的倦怠维度。研究结果表明，创造一个自主支持的教学环境可能是一个有用的策略，提高学生参与本科运动心理学课程。
This study tested hypothesised relationships between perceived teaching styles, engagement and burnout. Sixty-three British students completed a multi-section questionnaire about their undergraduate sport psychology classes. Regression analyses revealed that perceived teaching styles accounted for up to 32% of variance explained in engagement and burnout. More specifically, perceived "autonomy support" positively predicted the dedication facet of engagement, and negatively predicted the reduced efficacy and cynicism dimensions of burnout. The findings suggest that creating an autonomy supportive teaching environment could be a useful strategy for increasing student engagement in undergraduate sport psychology classes.