The Effect of Teacher Autonomy Support on Leisure-Time Physical Activity via Cognitive Appraisals and Achievement Emotions: A Mediation Analysis Based on the Control-Value Theory

Abstract

Analyzing students’ emotional experience in physical education (PE) is of crucial importance as it may fill an important gap in research examining the role of PE for students’ leisure-time physical activity (PA). Based on the control-value theory of achievement emotions, the purpose of this study was to test the assumption that multi-dimensional autonomy support of the PE teacher may affect students’ leisure-time PA via their appraisals of control and value and achievement emotions experienced in PE. Variance-based structural equation modelling was used to test the proposed model in a sample of 1030 students aged between 11 and 18 years (M = 13.4, SD = 1.48) stemming from schools with the lowest educational level among secondary schools in Germany. The results indicated that in particular cognitive autonomy support positively predicted students’ self-efficacy and intrinsic value. Whereas appraisals of self-efficacy were negatively related to the experience of anxiety, intrinsic value was a major positive predictor of enjoyment. Enjoyment, in turn, was of substantial relevance for leisure-time PA. The findings offer a meaningful contribution in understanding students’ emotional experiences and remind PE teachers of their opportunity to adopt an autonomy-supportive teaching style to positively influence the emotions of their students.

Having a Positive Relationship to Physical Activity: Basic Psychological Need Satisfaction and Age as Predictors for Students’ Enjoyment in Physical Education

“…Additionally, we showed that autonomy support is related to the satisfaction of autonomy, which is associated with satisfaction of competence and belonging as well [ 15 , 24 , 39 ]. In conclusion, and in line with previous findings, autonomy support is positively related to the satisfaction of the three basic psychological needs, which in turn predicts enjoyment in PE [ 22 , 23 , 24 , 25 , 26 ].…”

“…In the absence of a standardized German questionnaire to assess teacher autonomy support in PE, when collecting the present data, this study is limited to teacher self-reported autonomy support. Future studies could use the lately validated German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education [ 41 ], as shown recently [ 25 ].…”

“…Several studies present correlations of task orientation in class, as well as perceived autonomy and competence, with enjoyment in female students [ 22 , 23 ] and student athletes [ 24 ]. Recently, it has been presented that autonomy-supportive teaching can improve student self-efficacy and intrinsic value towards PE, which reduces anxiety and fosters enjoyment, respectively [ 25 ]. Specific teaching methods (e.g., task orientation using the TARGET approach) can influence student perception of autonomy in PE and increase positive affective outcomes [ 26 ].…”

Effects of a Web-Based Autonomy-Supportive Intervention on Physical Education Teacher Outcomes

“…In total, there were 15 items with five items in each subscale ranging from 1 (strongly disagree) to 7 (strongly agree). Previous studies have supported the validity and reliability of this instrument [5,[19][20][21][22][23][24][25].…”

The Influence of Socio-Demographic Factors on the Forms of Leisure for the Students at the Faculty of Physical Education and Sports

“…The teaching strategy based on the development of student autonomy (11–18 years, with a low educational level) in Germany and the generation of positive emotions during physical education lessons can favorably influence leisure physical activities throughout life, with beneficial effects on health [ 16 ]. Physical education teachers, along with the models offered by parents have a major and significant role in supporting leisure and relaxation activities for teenagers.…”