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Article: Perceived teaching behaviors and self-determined motivation in physical education: A test of self-determination theory

TitlePerceived teaching behaviors and self-determined motivation in physical education: A test of self-determination theory
Authors
Issue Date2010
PublisherAmerican Alliance for Health, Physical Education, Recreation, and Dance. The Journal's web site is located at http://www.aahperd.org/aahperd/template.cfm?template=rqes_main.html
Citation
Research Quarterly For Exercise And Sport, 2010, v. 81 n. 1, p. 74-86 How to Cite?
AbstractIn the present study, we tested the effects of specific dimensions of perceived teaching behaviors on students' self-determined motivation in physical education. In accordance with the tenets of self-determination theory (Deci & Ryan, 1985, 2000), we expected the psychological needs for competence, autonomy, and relatedness would mediate these effects. Secondary school students (N= 498) ages 12-17 years completed measures of perceived teaching behaviors for seven dimensions: (a) democratk behavior, (b) autocratic behavior, (c) teaching and instruction, (d) situation consideration, (e) positive general feedback, (f) positive nonverbal feedback, and (h) negative nonverbal feedback. They also completed measures of perceived satisfaction for competence, autonomy, relatedness, and self-determined motivation. A path-analytic model revealed a positive, indirect effect of perceived positive general feedback on self-determined motivation. The effects of perceived autocratic behavior and negative nonverbal feedback were direct and negative, whereas the effects of teaching and instruction and situation consideration were direct and positive. Results suggest that feedback, situation consideration, and teaching and instruction are essential antecedents to self-determined motivation. © 2010 by the American Alliance for Health.
Persistent Identifierhttp://hdl.handle.net/10722/161363
ISSN
2015 Impact Factor: 1.702
2015 SCImago Journal Rankings: 0.753
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorKoka, Aen_US
dc.contributor.authorHagger, MSen_US
dc.date.accessioned2012-08-24T08:30:54Z-
dc.date.available2012-08-24T08:30:54Z-
dc.date.issued2010en_US
dc.identifier.citationResearch Quarterly For Exercise And Sport, 2010, v. 81 n. 1, p. 74-86en_US
dc.identifier.issn0270-1367en_US
dc.identifier.urihttp://hdl.handle.net/10722/161363-
dc.description.abstractIn the present study, we tested the effects of specific dimensions of perceived teaching behaviors on students' self-determined motivation in physical education. In accordance with the tenets of self-determination theory (Deci & Ryan, 1985, 2000), we expected the psychological needs for competence, autonomy, and relatedness would mediate these effects. Secondary school students (N= 498) ages 12-17 years completed measures of perceived teaching behaviors for seven dimensions: (a) democratk behavior, (b) autocratic behavior, (c) teaching and instruction, (d) situation consideration, (e) positive general feedback, (f) positive nonverbal feedback, and (h) negative nonverbal feedback. They also completed measures of perceived satisfaction for competence, autonomy, relatedness, and self-determined motivation. A path-analytic model revealed a positive, indirect effect of perceived positive general feedback on self-determined motivation. The effects of perceived autocratic behavior and negative nonverbal feedback were direct and negative, whereas the effects of teaching and instruction and situation consideration were direct and positive. Results suggest that feedback, situation consideration, and teaching and instruction are essential antecedents to self-determined motivation. © 2010 by the American Alliance for Health.en_US
dc.languageengen_US
dc.publisherAmerican Alliance for Health, Physical Education, Recreation, and Dance. The Journal's web site is located at http://www.aahperd.org/aahperd/template.cfm?template=rqes_main.htmlen_US
dc.relation.ispartofResearch Quarterly for Exercise and Sporten_US
dc.subject.meshAdolescenten_US
dc.subject.meshChilden_US
dc.subject.meshFemaleen_US
dc.subject.meshHumansen_US
dc.subject.meshLearningen_US
dc.subject.meshMaleen_US
dc.subject.meshModels, Educationalen_US
dc.subject.meshModels, Psychologicalen_US
dc.subject.meshMonte Carlo Methoden_US
dc.subject.meshMotivationen_US
dc.subject.meshMultivariate Analysisen_US
dc.subject.meshPatient Satisfactionen_US
dc.subject.meshPersonal Autonomyen_US
dc.subject.meshPhysical Education And Trainingen_US
dc.subject.meshQuestionnairesen_US
dc.subject.meshSchoolsen_US
dc.subject.meshSocial Perceptionen_US
dc.subject.meshStudentsen_US
dc.subject.meshTeachingen_US
dc.titlePerceived teaching behaviors and self-determined motivation in physical education: A test of self-determination theoryen_US
dc.typeArticleen_US
dc.identifier.emailHagger, MS:martin.hagger@nottingham.ac.uken_US
dc.identifier.authorityHagger, MS=rp01644en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.pmid20387401-
dc.identifier.scopuseid_2-s2.0-77950165571en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77950165571&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume81en_US
dc.identifier.issue1en_US
dc.identifier.spage74en_US
dc.identifier.epage86en_US
dc.identifier.isiWOS:000275436400009-
dc.publisher.placeUnited Statesen_US
dc.identifier.scopusauthoridKoka, A=8543636800en_US
dc.identifier.scopusauthoridHagger, MS=6602134841en_US

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