ABSTRACT

Background

Although several studies that rely on self-determination theory have shown the positive interrelations among perceived need supportive learning environment, needs satisfaction, quality of motivation, and desired outcomes in the context of physical education, only few studies have tested so far the full sequence of relations within a single integrated model.

Purpose

The main aim of this study was to test whether indeed needs satisfaction and in turn quality of motivation mediate the relations of need supportive learning environment to physical activity engagement and intentions.

Method

Participants were 1120 Spanish students (49.9% males; Mage = 11.70 years; SD = 1.63; range = 10–17 years) from 30 classes out of 13 primary and secondary schools.

Results

The multilevel path model showed a positive relation of perceived need-supportive teaching to physical activity engagement and intentions by means of needs satisfaction and autonomous motivation and a negative relation of perceived need-thwarting teaching to engagement and intentions by means of needs frustration and amotivation. Although controlled motivation was found to associate with need frustration and need-thwarting teaching it was not associated with engagement and intentions.

Conclusion

the present findings suggest that the type of teaching style employed by the teachers is decisive to achieve positive consequences in physical education students.

中文翻译：

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感知教师行为与学生体育参与：基本心理需求与自主动机的中介作用

摘要

背景

尽管一些依赖于自我决定理论的研究表明，在体育教育背景下，感知需求支持性学习环境、需求满意度、动机质量和期望结果之间存在正相关关系，但到目前为止，只有少数研究测试了单个集成模型中的关系。

目的

本研究的主要目的是测试是否确实需要满足以及动机的质量是否介导了需要支持的学习环境与体育活动参与和意图之间的关系。

方法

参与者是 来自 13 所小学和中学的 30 个班级的1120 名西班牙学生（49.9% 男性；M年龄 = 11.70 岁；SD = 1.63；范围 = 10-17 岁）。

结果

多层次路径模型通过需求满足和自主动机表现出感知需求支持教学与体育活动参与和意图的正相关关系，以及通过需求挫折和动机感知的需求阻碍教学与参与和意图的负相关。尽管发现受控动机与需求挫折和阻碍需求的教学有关，但与参与和意图无关。

结论

目前的研究结果表明，教师所采用的教学风格类型对于在体育学生中取得积极成果具有决定性意义。