Students' Motivational Processes and Their Relationship to Teacher Ratings in School Physical Education: A Self-Determination Theory Approach

Autor/inn/en	Standage, Martyn; Duda, Joan L.; Ntoumanis, Nikos
Titel	Students' Motivational Processes and Their Relationship to Teacher Ratings in School Physical Education: A Self-Determination Theory Approach
Quelle	In: Research Quarterly for Exercise and Sport, 77 (2006) 1, S.100-110 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1367
Schlagwörter	Secondary School Students; Structural Equation Models; Physical Education; Student Motivation; Self Determination; Physical Education Teachers; Student Evaluation; Maximum Likelihood Statistics; Student Attitudes; Foreign Countries; Personality Theories; Measures (Individuals); United Kingdom (England) + Suchen Sie Ihr Suchwort? Sekundarschüler; Körpererziehung; Sportunterricht; Schulische Motivation; Selbstbestimmung; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Schulnote; Studentische Bewertung; Schülerverhalten; Ausland; Personality theory; Persönlichkeitstheorie; Messdaten
Abstract	In the present study, we used a model of motivation grounded in self-determination theory (Deci & Ryan, 1985, 1991; Ryan & Deci, 2000a, 2000b, 2002) to examine the relationship between physical education (PE) students' motivational processes and ratings of their effort and persistence as provided by their PE teacher. Data were obtained from 394 British secondary school students (204 boys, 189 girls, 1 gender not specified; M age = 11.97 years; SD = 0.89; range = 11-14 years) who responded to a multisection inventory (tapping autonomy-support, autonomy, competence, relatedness, and self-determined motivation). The students' respective PE teachers subsequently provided ratings reflecting the effort and persistence each student exhibited in their PE classes. The hypothesized relationships among the study variables were examined via structural equation modeling analysis using latent factors. Results of maximum likelihood analysis using the bootstrapping method revealed the proposed model demonstrated a good fit to the data, [chi][squared] (292) = 632.68, p less than 0.001; comparative fit index = 0.95; incremental fit index = 0.95, standardized root mean square residual = 0.077; root mean square error of approximation (RMSEA) = 0.054 (90% confidence interval of RMSEA = 0.049 - 0.060). Specifically, the model showed that students who perceived an autonomy supportive environment experienced greater levels of autonomy, competence, and relatedness and had higher scores on an index of self-determination. Student-reported levels of self-determined motivation positively predicted teacher ratings of effort and persistence in PE. The findings are discussed with regard to enhancing student motivation in PE settings. (Contains 2 tables, 1 figure and 4 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10