Effectiveness of a need supportive teaching training program on the developmental change process of graduate teaching assistants' created motivational climate

Langdon, Jody L.; Schlote, Robert; Melton, Bridget F.; Tessier, Damien

doi:10.1016/j.psychsport.2016.09.008

Cited by 24 publications

(11 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Aware of the importance of the role of the teacher in the academic success of students in higher education [37] and its impact on the academic involvement assumed by students [38], the present study set out to examine the influence of an intervention based on the teacher's motivating interpersonal style of autonomy support on the involvement of the student through the motivational process suggested by the SDT regarding the analysis of the role of psychological needs and the student's academic motivation. The study tested three hypotheses.…”

Section: The Present Studymentioning

confidence: 99%

Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

2021

View full text Add to dashboard Cite

Intervention studies based on Self-Determination Theory (SDT) in educational contexts prove the importance of the teacher’s motivating interpersonal style, promoting positive results in students’ motivation. However, college practices and processes have new challenges. This study examines the repercussions of an intervention program with autonomy support on students’ involvement. The sample was randomly divided into two groups, an intervention group composed of 12 teachers, aged between 25 and 56 years (M = 35.38; SD = 7.71) and 113 students, aged between 18 and 28 years (M = 20.53; SD = 2.42); and a control group consisting of 12 teachers, aged between 25 and 44 years (M = 35.11; SD = 5.79), 107 students, aged between 18 and 39 years (M = 21; SD = 3.68). Quantitative and qualitative data were collected on the motivating interpersonal style, satisfaction of basic psychological needs, academic motivation and student involvement. The results demonstrate in general the effectiveness of the intervention on the perception of autonomy support to improve student involvement; this relationship is mediated by the improvement of psychological needs and academic motivation. The results are discussed around the recommendation of motivational strategies that the higher education teacher should implement to promote students’ involvement.

show abstract

Section: The Present Studymentioning

confidence: 99%

Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

2021

View full text Add to dashboard Cite

show abstract

“…The (social) learning environment created by the PE teacher (i.e., motivational climate) [45] has the potential to influence student motivational regulations for participating in PE by fostering the experiences of need satisfaction and prevent need frustration during PE lessons [46,36,47]. Previous studies showed that need-supportive teaching behaviour relates positively to autonomous (high-quality) forms of motivation for PE (e.g.…”

Section: Achievement Goal Theorymentioning

confidence: 99%

Similar but different: Profiling secondary school students based on their perceived motivational climate and psychological need-based experiences in physical education

Weeldenburg¹,

Borghouts²,

Slingerland³

et al. 2020

PLoS ONE

View full text Add to dashboard Cite

The purpose of this study was to provide more insight into how the physical education (PE) context can be better tailored to the diverse motivational demands of secondary school students. Therefore, we examined how different constructs of student motivation in the context of PE combine into distinct motivational profiles, aiming to unveil motivational similarities and differences between students' PE experiences. Participants were 2,562 Dutch secondary school students, aged 12-18, from 24 different schools. Students responded to questionnaires assessing their perception of psychological need satisfaction and frustration, and perceived mastery and performance climate in PE. In order to interpret the emerging profiles additional variables were assessed (i.e. demographic, motivational and PE-related variables). Two-step cluster analysis identified three meaningful profiles labelled as negative perceivers, moderate perceivers and positive perceivers. These three profiles differed significantly with regard to perceived psychological need satisfaction and frustration and their perception of the motivational climate. This study demonstrates that students can be grouped in distinct profiles based on their perceptions of the motivational PE environment. Consequently, the insights obtained could assist PE teachers in designing instructional strategies that target students' differential motivational needs.

show abstract

“…The theory of achievement goals postulates that a student’s involvement towards a task or ego orientation originates from the confrontation between the motivational orientation of young people and the motivational climate they perceive [8]. This is why the teacher is a fundamental element generating one type of climate or another [11,12].…”

Section: Introductionmentioning

confidence: 99%

Association between Motivational Climate, Adherence to Mediterranean Diet, and Levels of Physical Activity in Physical Education Students

González-Valero¹,

Ubago-Jiménez²,

Ramírez-Granizo³

et al. 2019

Behavioral Sciences

View full text Add to dashboard Cite

Physical Education is an essential educational area to develop physical-healthy habits and motivational orientations, which are fundamental to guide the situation of future Physical Education teachers. These professionals will have a fundamental role in teaching different types of motivations, active lifestyles, and healthy habits in youths. For this reason, the objective of the study is to know the association between motivational climate, adherence to the Mediterranean diet (MD), and the practice of physical activity in future Physical Education teachers. A cross-sectional and nonexperimental study was carried out using a single measurement within a single group. The sample consisted of 775 university students from the cities of Andalusia (Spain). Motivational climate was evaluated through the Perceived Motivational Climate in Sport Questionnaire (PMCSQ-2), levels of physical activity were evaluated through the adolescent version of the Physical Activity Questionnaire (PAQ-A), and level of adherence to the MD was assessed through Mediterranean Diet Quality Index (KIDMED). On one hand, the healthy and self-improvement component promoted by physical activity favors an orientation focused on process and learning. Likewise, the competitive component is key to motivation focused on product and social recognition. In addition, future Physical Education teachers should pay special attention to the unequal recognition among members that physical activity can generate, in order to avoid personal disregard and social rejection. The ego climate is related to a high adherence to the MD. On the other hand, the future Physical Education teachers who manifest motivational processes based on fun and their own satisfaction have low levels of adherence to the MD.

show abstract

Effectiveness of a need supportive teaching training program on the developmental change process of graduate teaching assistants' created motivational climate

Cited by 24 publications

References 36 publications

Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students

Similar but different: Profiling secondary school students based on their perceived motivational climate and psychological need-based experiences in physical education

Association between Motivational Climate, Adherence to Mediterranean Diet, and Levels of Physical Activity in Physical Education Students

Contact Info

Product

Resources

About