A Test of Basic Psychological Needs Theory in a Physical-Activity-Based Program for Underserved Youth

McDavid, Lindley; McDonough, Meghan H.; Blankenship, Bonnie Tjeerdsma; LeBreton, James M.

doi:10.1123/jsep.2016-0038

Cited by 21 publications

(34 citation statements)

References 54 publications

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“…In the academic context, self-determination theory-based models show strong support for the hypothesized associations among student perceptions of teachers, and student psychological need satisfaction and motivation. Specifically, teacher autonomy support, involvement, and structure are consistent, positive predictors of student perceptions of psychological need satisfaction (Chatzisarantis & Hagger, 2009;Cheon, Reeve, & Moon, 2012;Coatsworth & Conroy, 2009;McDavid, McDonough, Blankenship, & LeBreton, 2017;Tessier, Sarrazin, & Ntoumanis, 2008. Perceptions of teachers are reliable, positive predictors of the more self-determined forms of motivation as well (e.g., Chirkov & Ryan, 2001;Ryan & Patrick, 2001;Vallerand, Fortier, & Guay, 1997;Vansteenkiste et al, 2012).…”

Section: Examinations Of Self-determination Theory In Learning Contextsmentioning

confidence: 93%

“…In the final short-form version, each subscale consisted of eight items and was measured on a four-point scale ranging from 1 (not at all true) to 4 (very true). Each scale demonstrates adequate reliability and validity in populations of similar age and from diverse backgrounds and learning contexts (McDavid et al, 2017;Wellborn et al, 1998).…”

Section: Methodsmentioning

confidence: 99%

“…Each measure was organized on a seven-point scale that ranged from 1 (strongly disagree) to 7 (strongly agree) and was modified to refer to the program context. Each scale shows adequate reliability and validity with students of similar ages in academic contexts and diverse populations (McDavid et al, 2017;Standage et al, 2005).…”

Section: Methodsmentioning

confidence: 99%

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The effect of an in-school versus after-school delivery on students’ social and motivational outcomes in a technology-based physical activity program

McDavid

Parker

et al. 2020

IJ STEM Ed

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Background: Expanding opportunities to experience engaging STEM educational programs is an important pathway to increasing students' interest and competencies in STEM and, ultimately, motivation to pursue STEM careers. After-school programs offer one means to achieve this aim, but barriers such as a lack of transportation or available teachers may limit participation for some students in this context. Transitioning after-school STEM programs to in-school can provide opportunities to increase reach by removing these and other barriers. However, it is likely that this change in the learning context, from after-school to in-school, impacts student experiences and, ultimately, program efficacy by altering how students and teachers interact; as teachers and students adjust their behaviors and expectations to a more traditional learning context. To examine this potential effect, self-determination theory was used to frame how the learning context influences the social and motivational outcomes of a STEM program for underserved youth. In-school (N = 244; 39% girls, M age = 13, 63% Caucasian, 18% African American, 6% Multiracial) and after-school (N = 70, 33% girls, M age = 12, 55% Caucasian, 16% Multiracial, 13% Latino/a) program students completed surveys that assessed teacher-student interactions, and student psychological needs and motivation. In a structural equation model, student perceptions of teachers were entered as predictors of motivation for the program directly and mediated by psychological need satisfaction. Learning context (0 = in-school, 1 = after-school) was entered as a ubiquitous predictor. Results: Findings support the theorized model where perceptions of teachers positively predicted psychological need satisfaction (R 2 = .20), and both variables positively predicted more self-determined motivation (R 2 = .30-.35). Findings also demonstrate an effect of learning context where learning context negatively predicted the less self-determined motivations only (R 2 = .06-.10) (i.e., in-school contexts are associated with less desirable motivational outcomes). Conclusion: Findings reinforce the instrumental role of students' positive perceptions of teachers in fostering a more desirable self-determined motivation for STEM program participation. Additionally, in-school programs must consider and integrate novel approaches that mitigate the negative impact of established in-school structures and processes (e.g., grades and mandatory participation) on student motivation for these programs and, potentially, interest in STEM careers.

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Section: Examinations Of Self-determination Theory In Learning Contextsmentioning

confidence: 93%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

The effect of an in-school versus after-school delivery on students’ social and motivational outcomes in a technology-based physical activity program

McDavid

Parker

et al. 2020

IJ STEM Ed

Self Cite

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“…Summer Sport and Life Skills Camps (4–5 weeks in length) grounded in principles of positive youth development (e.g., caring climate, support for autonomy and competence) and sponsored by the National Youth Sport Program or universities were assessed in 11 studies (8 quantitative, 2 qualitative, 1 mixed methods). Eight studies with quantitative components were classified as weak evidence, with only McDavid, McDonough, Blankenship, and LeBreton classified as moderate evidence [25]. Most studies were single-group, pre-test post-test designs.…”

Section: Resultsmentioning

confidence: 99%

Sport-based youth development interventions in the United States: a systematic review

et al. 2019

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BackgroundThe growing number of sport-based youth development interventions provide a potential avenue for integrating sport meaningfully into the U.S. public health agenda. However, efficacy and quality must be reliably established prior to widespread implementation.MethodsA comprehensive search of databases, peer-reviewed journals, published reviews, and both published and unpublished documents yielded 10,077 distinct records. Title and abstract screening, followed by full-text screening using 6 criteria, resulted in 56 distinct studies (coalescing into 10 sport-based youth development intervention types) included in the synthesis. These studies were then independently assessed and critically appraised.ResultsLimited efficacy data were identified, with the quality of methods and evidence largely classified as weak. Processes likely to contribute to the outcomes of sport-based youth development interventions were identified (e.g., predictors of ongoing engagement, alignment between target population and intervention, intervention design), although more rigorous research is needed on these and other processes. Physical health outcomes were only studied in 3 of the 10 intervention types.ConclusionsThe evidence base does not yet warrant wide-scale implementation of sport-based youth development interventions for public health goals within the U. S., although there is promising research that identifies areas for further exploration.Electronic supplementary materialThe online version of this article (10.1186/s12889-019-6387-z) contains supplementary material, which is available to authorized users.

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“…In order for such programs to improve young people's wellbeing they must be based on social relationships that promote autonomy, participation, and also structure activities. Moreover, the educators/trainers responsible for their development must be trained in such aspects (Haudenhuyse et al, 2012(Haudenhuyse et al, , 2013González et al, 2015;McDavid et al, 2017). In turn, such programs must offer young people opportunities to develop competencies linked to emotional intelligence (Di Fabio and Kenny, 2016) and to assess and reflect on their values and long-term goals (Berzonsky and Cieciuch, 2016).…”

Section: Discussionmentioning

confidence: 99%

Effect of Physical-Sports Leisure Activities on Young People’s Psychological Wellbeing

2020

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This article examines the impact of physical-sports activities on the psychological wellbeing of Spanish and Colombian young people. Scientific literature highlights that young people devote leisure time to sports for the purpose of enjoyment, and to maintain good health and body image. In addition, it provides the opportunity to socialize, and come into contact and connect with people who have shared interests. It is also an ideal resource for learning and developing social skills to ensure inclusion and the appropriate strategies for emotional management. Similarly, it favors the learning of values that promote the assumption of responsibilities, decision-making capacity, tolerance to frustration, and the development of resilience. This study considers the inherent benefits of physical-sports activities in order to analyze the impact on young people's assessment of their own psychological wellbeing. To this effect, a quantitative ex post facto study was designed, and Ryff's Model of Psychological Wellbeing was used with 1,148 young people from Spain and Colombia aged 16-21. The young people were asked whether or not they performed any type of physical-sports activity in their leisure time and the type of activity performed. The results show that young people who perform such activities have higher overall levels of psychological wellbeing. In turn, they emphasize that the perform of physical-sports activities has a positive impact on three of the dimensions of psychological wellbeing: self-acceptance, positive relations with others, and purpose in life. In addition, significant differences in young people's psychological wellbeing were found depending on whether they perform individual, team or other physical-sports activities. These results provide a basis for the proposal and design of interventions with young people based on sports and leisure activities as socio-educational strategies.

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A Test of Basic Psychological Needs Theory in a Physical-Activity-Based Program for Underserved Youth

Cited by 21 publications

References 54 publications

The effect of an in-school versus after-school delivery on students’ social and motivational outcomes in a technology-based physical activity program

The effect of an in-school versus after-school delivery on students’ social and motivational outcomes in a technology-based physical activity program

Sport-based youth development interventions in the United States: a systematic review

Effect of Physical-Sports Leisure Activities on Young People’s Psychological Wellbeing

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