Motivational determinants of physical education grades and the intention to practice sport in the future

Abstract

Self-Determination Theory (SDT) is amongst motivational frameworks the most popular and contemporary approach to human motivation, being applied in the last decades in several domains, including sport, exercise and physical education (PE). Additionally, Achievement Goal Theory (AGT) has presented evidence of how contextual factors may influence student's behavior in this particular context. The main purpose of this study was to analyze the motivational climate created by the teacher in the classroom, students' satisfaction of Basic Psychological Needs (BPN), and how their behavioral regulation could explain PE grades and intention to practice sports in the future. Method: A total of 618 students (290 female; 328 male) from the 6 th to the 9 th school level, aged between 10 and 18 years (M = 13.3; SD = 1.7) participated in this study. The following surveys were used for the proposed variables: Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ); the Basic Psychological Needs in Exercise Scale (BPNESp); and the Perceived Locus of Causality (PLOCp). Intentions to practice sport/ physical activity in the future were assessed through a single item. Students' PE grade was obtained through his/her teacher final assessment. Structural Equation Analysis was performed via AMOS 23.0. Results: After analyzing modification indices and model adjustment, the final model emerged: learning climate > BPN > autonomous motivation > intentions/PE grade. Results interpretation seems to indicate that i) the satisfaction of BPN are influenced by motivational climate (i.e., learning climate), ii) the individuals' motivation is influenced by the satisfaction of three basic psychological needs (i.e., particularly competence), and iii) the motivational regulations have direct and significant effects with intention to practice sports outside school in the future and PE grades. Discussion & Conclusion: The main results showed that a climate oriented for learning has a positive impact on basic psychological needs satisfaction of students. However, only competence satisfaction had a significant positive relationship with students' autonomous motivation, which in turn had

Passion or Perseverance? The Effect of Perceived Autonomy Support and Grit on Academic Performance in College Students

“…The study found evidence that teachers are important influencers on the environmental cues about BPN satisfaction, intrinsic motivation, dispositional factors (i.e., grit), and academic performance. The importance of the need-supportive environment to student motivation is well-documented in the literature [50,51] but the current study shows that more research is needed since the literature would benefit from examining in more detail grit as independent factors, if we are to create favorable climates that optimize student performance and wider academic benefits for young sport science college students. All in all, these findings have important implications for instructional practice and highlight the importance of increasing teaching skills to provide autonomy support to students, particularly for college students with low resilience and perseverance levels [47,52].…”

Motivation, Discipline, and Academic Performance in Physical Education: A Holistic Approach From Achievement Goal and Self-Determination Theories

“…The relationship between teacher skills and student academic performance has been extensively studied (Taylor et al, 2014). Participative methodologies that focus the teaching-learning process on the student, positive corrections, and giving autonomy to students are associated with positive consequences (Gil-Arias et al, 2020), such as disciplined behaviors (Gutiérrez et al, 2010) and academic performance in PE (Cid et al, 2019). However, the very complex reality of PE lessons in secondary education sometimes forces the teacher to stop focusing on the students' academic performance to give priority to more controlled instructional approaches in order to avoid disruptive behaviors (Granero-Gallegos et al, 2020a).…”

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

“…Previous research has shown that by managing the learning environment in such a way that it meets the motivational demands of students, the PE teacher is able to positively influence the engagement in and attitude towards PA within PE [4][5][6][7][8]. However, satisfying the motivational needs of every student is a complex task given the substantial heterogeneity present in PE-classes.…”