Teacher Motivational Strategies and Student Self-Determination in Physical Education

Autor/inn/en	Taylor, Ian M.; Ntoumanis, Nikos
Titel	Teacher Motivational Strategies and Student Self-Determination in Physical Education
Quelle	In: Journal of Educational Psychology, 99 (2007) 4, S.747-760 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Psychological Needs; Physical Education; Student Attitudes; Motivation Techniques; Student Motivation; Physical Education Teachers; Self Determination; Learning Strategies; Personal Autonomy; Student Participation; Correlation + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Schülerverhalten; Motivationsförderung; Schulische Motivation; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Selbstbestimmung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Individuelle Autonomie; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Korrelation
Abstract	Physical education teachers can influence students' self-determination through the motivational strategies they use. In this study, the authors examined the relationship between teachers' perceptions of class average self-determination, the teachers' self-determination, and their reported use of 3 motivational strategies: autonomy support, structure, and involvement. They examined the relationship between the 3 motivational strategies, students' perceptions of psychological need satisfaction, and students' self-determination. They also investigated the relationship between teachers' and students' self-determination. Multilevel and standard regression analyses revealed that teachers' perceptions of class average self-determination predicted their reported use of the motivational strategies, and this relationship was mediated by their own self-determination. Student perceptions of the three strategies had a positive effect on their own self-determination, and this relationship was mediated by their reported satisfaction of autonomy and competence. Finally, teachers' self-determination did not predict students' self-determination. The importance of promoting an adaptive motivational climate for both teachers and students is discussed with reference to self-determination theory. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10