Motivational predictors of learning strategies, participation, exertion, and performance in physical education: A randomized controlled trial
| Autor: | Hallgeir Halvari, Edward L. Deci, Øystein Sørebø, Svein Olav Ulstad |
|---|---|
| Rok vydání: | 2018 |
| Předmět: |
Social Psychology
media_common.quotation_subject education 05 social sciences Applied psychology 050301 education Experimental and Cognitive Psychology 030229 sport sciences Perceived autonomy Physical education law.invention 03 medical and health sciences 0302 clinical medicine Randomized controlled trial law Exertion Psychology 0503 education Competence (human resources) Autonomy media_common |
| Zdroj: | Motivation and Emotion. 42:497-512 |
| ISSN: | 1573-6644 0146-7239 |
| Popis: | Teachers’ support of student autonomy in physical education (PE) is believed to be important for students’ motivation and outcomes in PE. We tested the hypothesis that an intervention designed to help teachers to be more autonomy supportive in teaching their students to use learning strategies (relative to standard teaching) would increase students’ perceived autonomy support from the teachers, perceived competence, autonomous motivation, use of learning strategies and their exertion, participation, and grades in PE over a school year. We also tested a self-determination theory (SDT) process model. Experimental effects of the intervention yielded significant positive effects on changes in perceived autonomy support, learning strategies defined as absorption and effort regulation, as well as for performance (i.e., grades). In testing the SDT process model with SEM, most of the predicted paths were significantly supported. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
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