ABSTRACT

Background

Passion is highly prized. The Dualistic Model of Passion provides a general roadmap for how people develop passion, at least under conditions in which they can freely schedule their daily activity, abandon activities they no longer value, and have flexible time to invest as they see fit. But teaching is a different, because many aspects of this activity are fixed and pre-set by circumstances. Recognizing this unique condition of classroom PE teaching, we designed the present investigation to test the merits of two antecedents teachers can utilize to develop greater (harmonious) passion—namely, participate in an autonomy-supportive teaching workshop (Study 1) and incorporate intrinsic instructional goals into their lesson plans (Study 2).

Purpose

The over-arching purpose was to investigate the potential of two malleable and personally controllable catalysts to greater harmonious teaching passion.

Method

Study 1 used a randomized control trial. We randomly assigned 104 Korean PE teachers to participate (or not) in an autonomy-supportive teaching (AST) workshop. PE teachers self-reported their harmonious and obsessive passion at the beginning, middle, and end of an academic year. Study 2 used a longitudinal research design and a sample that included both PE and non-PE teachers. These 134 secondary-grade level teachers self-reported their intrinsic instructional goals, autonomy-supportive teaching, and harmonious and obsessive passion across three waves.

Results

In Study 1, a repeated-measures ANCOVA showed that teachers in the experimental condition, compared to teachers in the control condition, showed a longitudinal increase in autonomy-supportive teaching and harmonious passion and a longitudinal decrease in obsessive passion. A mediation analysis confirmed that participants in the AST workshop experienced greater autonomy-supportive teaching that then explained their greater harmonious passion and lesser obsessive passion. In Study 2, a structural equation modeling analysis showed that adopting intrinsic instructional goals early in the year longitudinally increased harmonious passion (but did not decrease obsessive passion). A mediation analysis confirmed that teachers who more adopted intrinsic instructional goals experienced greater autonomy-supportive teaching that then explained their greater harmonious passion.

Conclusion

Teachers can gain personal control over their harmonious passion. They can do this through greater autonomy-supportive teaching. And teachers can become more autonomy supportive in two ways: Participate in an expert-provided professional development experience (Study 1) or incorporate intrinsic instructional goals into the delivery of their instruction (Study 2). Additional ways teachers can develop harmonious passion may be possible, so we encourage future research to continue this search with additional samples, such as sport coaches.

中文翻译：

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教师可以通过两种方式培养更大的和谐热情

摘要

背景

热情是非常宝贵的。激情的二元模型为人们如何培养激情提供了一般路线图，至少在他们可以自由安排日常活动、放弃他们不再重视的活动并有灵活的时间进行他们认为合适的投资的情况下。但是教学是不同的，因为这种活动的许多方面都是固定的，并且是由环境预先设定的。认识到课堂体育教学的这种独特情况，我们设计了本调查来检验教师可以用来培养更大（和谐）热情的两个前因的优点——即参加自主支持教学研讨会（研究 1）并结合内在教学将目标纳入他们的课程计划（研究 2）。

目的

总体目的是研究两种可塑且个人可控的催化剂在提高和谐教学热情方面的潜力。

方法

研究 1 使用随机对照试验。我们随机分配 104 名韩国体育教师参加（或不参加）自主支持教学 (AST) 研讨会。体育教师自我报告了他们在学年开始、中期和结束时和谐而执着的热情。研究 2 使用纵向研究设计和样本，其中包括体育和非体育教师。这 134 名中学教师自我报告了他们在三个波浪中的内在教学目标、自主支持教学以及和谐和执着的热情。

结果

在研究 1 中，重复测量 ANCOVA 表明，与控制条件下的教师相比，实验条件下的教师在自主支持教学和和谐激情方面表现出纵向增加，在强迫性激情方面表现出纵向减少。调解分析证实，AST 研讨会的参与者经历了更大的自主支持教学，这解释了他们更大的和谐激情和更少的强迫性激情。在研究 2 中，结构方程模型分析表明，在年初采用内在教学目标会纵向增加和谐热情（但不会减少强迫性热情）。

结论

教师可以个人控制他们和谐的热情。他们可以通过更大的自主支持教学来做到这一点。教师可以通过两种方式获得更多的自主支持：参与专家提供的专业发展体验（研究 1）或将内在教学目标纳入他们的教学中（研究 2）。教师可以通过其他方式培养和谐的热情，因此我们鼓励未来的研究继续使用其他样本进行搜索，例如运动教练。