Relatedness Need Satisfaction, Intrinsic Motivation, and Engagement in Secondary School Physical Education

Xiang, Ping; Ağbuğa, Bülent; Liu, Jiling; McBride, Ron E.

doi:10.1123/jtpe.2017-0034

Cited by 60 publications

(30 citation statements)

References 13 publications

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“…The results also showed that the thwarting of psychological needs negatively predicted autonomous motivation, whereas the satisfaction of psychological needs positively predicted autonomous motivation. These results are similar to multiple previous studies [42,50,51], where feeling confident and competent during class exercises, feeling integrated and a good interpersonal relationships with classmates and/or with the teacher, feeling ownership of one’s own destiny, and participating in original activities helps adolescents to feel an autonomous motivation towards PE classes [52]. Following this, autonomous motivation positively predicted healthy eating habits and the practice of physical activity and negatively predicted unhealthy eating habits.…”

Section: Discussionsupporting

confidence: 94%

Influence of Teaching Style on Physical Education Adolescents’ Motivation and Health-Related Lifestyle

et al. 2019

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According to various WHO reports in 2018, a large number of adolescents worldwide are either overweight or obese. This situation is the result of not following a healthy and balanced diet, combined with a lack of practice of physical activity. In this sense, Physical Education classes could help to solve the problem. The present study seeks to analyze the relationship between the role of the teacher in relation to the structural dimensions of the PE teaching environment and the basic psychological needs and self-motivation of adolescents as determinants of their behaviors related to eating habits and the practice of physical activity. A total of 1127 secondary school adolescents between the ages of 13 and 18 participated in this study. Questionnaires were used: Perceived Autonomy Support Scale, Psychologically Controlling Teaching Scale, Basic Psychological Needs in Physical Education, Frustration of Psychological Needs in PE context, Physical Activity Class Satisfaction Questionnaire, Perceived Locus of Causality Revised, and WHO’s Global school-based student health survey. A structural equations model was elaborated to explain the causal relationships between the variables. The results showed that autonomy support positively predicted the three structural dimensions of PE classes, while, in contrast, they were negatively predicted by psychological control. The three structural dimensions positively predicted the satisfaction of psychological needs and negatively predicted the thwarting of psychological needs. Self-determined motivation was positively predicted by the satisfaction of psychological needs and negatively predicted by the thwarting of psychological needs. Finally, self-determined motivation positively predicted healthy eating habits and the practice of physical activity and negatively predicted unhealthy eating habits. Certainly, the results obtained in this study support the postulates of the self-determination theory, demonstrating the predictability of PE class context towards the adoption of healthy lifestyle habits, such as a proper diet and the regular practice of physical activity.

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Section: Discussionsupporting

confidence: 94%

Influence of Teaching Style on Physical Education Adolescents’ Motivation and Health-Related Lifestyle

et al. 2019

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“…In the case of ego climate, the most influential indicator for boys is punishment for mistakes, whereas for girls it is unequal recognition. These data are in line with the results of studies by Bandeira et al [ 47 ] and Xiang et al [ 53 ], which indicate that effort and improvement constitute the fundamental factor characterizing the type of motivation that is more self-determined or intrinsic, its focus being on improving and developing skills rather than thinking about external rewards. Since boys are more ego-oriented than girls, they are more concerned about punishment, whereas girls are influenced to a greater extent by unequal recognition, worrying less than boys about punishment and focusing more on intrinsic goals [ 49 , 51 ].…”

Section: Discussionsupporting

confidence: 92%

An Explanatory Model for the Relationship between Motivation in Sport, Victimization, and Video Game Use in Schoolchildren

Sánchez

Cuberos

Ubago-Jiménez

et al. 2018

IJERPH

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(1) Background: Society is changing amazingly fast, and this is bringing about changes in the way that people spend their free time. In the 21st century, free time is increasingly spent using technological devices such as video games, thus increasing levels of sedentariness. The aim of the present study was to define an explanatory model for the problematic use of video games, physical activity, motivational climate in sports, and victimization in schoolchildren, and to analyze the relationships between these variables according to gender; (2) Methods: A total of 734 schoolchildren, of both sexes, participated in this research study. They were aged from 10 to 12 and lived in the province of Granada (Spain). The main instruments used were the questionnaires PMCSQ-2, PAQ-C, QERV, and SVS. A multigroup structural equation model was used, which had an excellent fit (χ2 = 319.472; df = 72; p < 0.001; CFI = 0.962; NFI = 0.952; IFI = 0.962; RMSEA = 0.048); (3) Results: The practice of physical activity was related negatively and indirectly to the problematic use of video games ((r = −0.085, boys); (r = −0.081, girls)), and this in turn was related positively and directly to victimization ((r = 0.094, boys); (r = 0.174, girls)). Additionally, task climate was inversely related to the problematic use of video games for girls (r = −0.133), and ego climate was directly related to the use of these devices only with regard to boys (r = 0.250). (4) Conclusions: It must be noted that schoolchildren’s pathological use of video games is closely related to lower levels of physical activity. In addition, those motivational climates in sports that are oriented towards performance exacerbate this pathological behavior, which accentuates the importance of promoting motivational climates that are oriented towards tasks in schoolchildren.

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“…This is associated with the promotion of social relations, since tasks are proposed that encourage both individual and group achievement with others [ 73 ]. This pedagogical model seeks to generate the intrinsic motivation of the student [ 74 ], posing tasks that represent attractive challenges for the students. Thus, and under the orientation of achievement towards the task, transferability and trans-contextual analysis of the learning generated is sought [ 75 ].…”

Section: Origins Of the Attitudinal Stylementioning

confidence: 99%

The Attitudinal Style as Pedagogical Model in Physical Education

Pueyo

Hortigüela-Alcalá

Hernando-Garijo

et al. 2021

IJERPH

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The continuous changes in the different legislative systems have led to the application of different ways of understanding students and generating learning in them. In this sense, an area such as physical education is not alien to the continuous changes in teaching learning and its teaching has been modified from a behavioural approach to more cognitive perspectives. In this line, the Attitudinal Style concept arises with the intention of responding to this need for evolution, a global approach to teaching, as well as the generation of materials that allow the participation and learning of all types of students, greatly favoring their involvement and/or adaptation. The objective of this study is to present the Attitudinal Style as a pedagogical model within school physical education, analyzing its characteristics, elements and main purposes. A systematic review of narrative character is used, showing the origins and fundamental elements to justify the Attitudinal Style as a pedagogical model. Thus, aspects such as the generation of positive experiences in the students; the rigorous explanation of what is being learned, adaptation to the content, context and students; the work of collaboration and/or cooperation as a means to achieve a group achievement; the transfer of learning; and the application of formative evaluation, make this model of teaching applicable, relevant and necessary in the different educational levels.

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Relatedness Need Satisfaction, Intrinsic Motivation, and Engagement in Secondary School Physical Education

Cited by 60 publications

References 13 publications

Influence of Teaching Style on Physical Education Adolescents’ Motivation and Health-Related Lifestyle

Influence of Teaching Style on Physical Education Adolescents’ Motivation and Health-Related Lifestyle

An Explanatory Model for the Relationship between Motivation in Sport, Victimization, and Video Game Use in Schoolchildren

The Attitudinal Style as Pedagogical Model in Physical Education

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