ABSTRACT

Background

According to self-determination theory [Richard M. Ryan and Edward L. Deci. 2017. Self-determination theory: Basic psychological needs in motivation, development and wellness. New York, NY: Guilford], teachers’ interpersonal behaviors would relate to students’ behavioral outcomes in physical education. Although a body of research in physical education highlights the importance of teachers’ behaviors in determining students’ outcomes, there is little research that aims to explore the relations of teachers’ behaviors and students’ individual differences in causality orientations concurrently with students psychological need satisfaction and need frustration in college physical education. Moreover, there is no study to examine the role of students’ causality orientations in relation to their perceptions of teachers’ interpersonal behaviors, the experience of basic needs, and outcomes in college physical education programs (PE).

Purpose

The current study tested the relations from students’ autonomous and controlled causality orientations and teachers’ need-supportive (i.e. autonomy, competence, and relatedness) and need-thwarting teaching behaviors to students’ intention to continue physical activities (PA) and well-being through the mediating role of need satisfaction and frustration in college physical education. Also, the relations from students’ autonomous and controlled causality orientations to their perceptions of teachers’ need-supportive and need-thwarting behaviors, the experience of needs satisfaction and needs frustration, and intention to PA and well-being were examined.

Sample & method

Three hundred and twenty eight college PE students (M_age = 20.67, SD = 1.61) in a cross-sectional study filled out the target questionnaires. To examine hypotheses, two path analyses involving all possible paths were used.

Results

The results showed that students’ autonomous orientation and teachers’ need-supportive teaching behaviors related positively to need satisfaction, which, in turn, related to the intention to continue physical activity and well-being. Students’ controlled orientation and teachers’ need-thwarting behaviors related positively to need frustration, which, in turn, related negatively to intention to continue physical activity. Moreover, findings showed students’ autonomous orientation related to students’ need satisfaction, intention to PA and well-being through the mediating role of their perceptions of teachers’ need-supportive behaviors, whereas, students’ controlled orientation related to students need frustration and intention to PA through the mediating role of their perceptions of teachers’ need-thwarting behaviors.

Conclusion

This study provides interesting insights into the role of students’ autonomous orientation and teachers’ need-supportive behaviors in satisfying basic needs and greater intention to PA and well-being. Findings also suggest that students’ controlled orientation and teachers’ need-thwarting teaching behaviors would increase students’ need frustration, and therefore, decrease students’ intention to persist at physical activity in the domain of college PE programs.

中文翻译：

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学生因果取向与教师人际行为与学生基本需求满足感和挫折感、体育活动意愿、幸福感的关系

摘要

背景

根据自决理论 [Richard M. Ryan 和 Edward L. Deci。2017.自决理论：动机、发展和健康中的基本心理需求. New York, NY: Guilford]，教师的人际行为将与学生在体育教育中的行为结果相关。尽管体育教育的大量研究强调了教师行为在决定学生成绩方面的重要性，但很少有研究旨在探讨教师行为与学生因果取向的个体差异与学生心理需求满足和心理需求的关系。在大学体育课上需要挫折。此外，也没有研究考察学生的因果取向在他们对教师人际行为的看法、基本需求的体验以及大学体育课程 (PE) 中的作用方面的作用。

目的

目前的研究测试了学生自主和受控的因果取向和教师的需要支持（即自主性、能力和相关性）和阻碍需要的教学行为与学生继续体育活动 (PA) 和幸福感的意愿之间的关系。通过需求满足和挫折在大学体育教学中的中介作用。此外，还考察了学生自主和受控的因果关系取向与他们对教师的需要支持和需要阻挠行为的看法、需要满足和需要受挫的体验以及对 PA 和幸福感的意图的关系。

样品和方法

 328名大学生体育学生（M_年龄=20.67，SD  =1.61）在横断面研究中填写了目标问卷。为了检验假设，使用了涉及所有可能路径的两种路径分析。

结果

结果表明，学生的自主取向和教师的需求支持教学行为与需求满意度呈正相关，而需求满意度又与继续体育活动的意愿和幸福感相关。学生的受控定向和教师的需求阻挠行为与需求挫折呈正相关，而后者与继续体育活动的意愿呈负相关。此外，研究结果表明，学生的自主取向通过他们对教师需求支持行为感知的中介作用与学生的需求满足、PA 意愿和幸福感相关，而学生的自主取向与学生需要挫折和意愿相关。通过他们对教师阻挠需求行为的看法的中介作用到 PA。

结论

这项研究提供了有趣的见解，了解学生的自主取向和教师的需求支持行为在满足基本需求以及对 PA 和幸福感的更大意图方面的作用。研究结果还表明，学生的受控定向和教师阻挠需求的教学行为会增加学生的需求挫败感，从而降低学生在大学体育项目领域坚持体育活动的意愿。