当前位置: X-MOL 学术Phys. Educ. Sport. Peda. › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
An analysis of mechanisms underlying social goals in physical education: a comparison between ordinary and special classes
Physical Education and Sport Pedagogy ( IF 4.638 ) Pub Date : 2021-01-29 , DOI: 10.1080/17408989.2021.1879767
Stéphanie Girard 1 , Jean Lemoyne 1 , Dominique Blais 1 , Jérôme St-Amand 2
Affiliation  

ABSTRACT

Background

The effect of basic needs and motivational climate has been widely examined in recent years in the field of achievement motivation. Nevertheless, recent studies indicate the need to consider students’ (with or without special needs) social goals (e.g. affiliation, recognition, status and responsibility goals) in order to achieve a better understanding of teenagers’ motivation to engage in physical activities such as physical education (PE) and sports. The study aimed to test a theoretical model combining concepts of three motivational theories and to verify if the model varies according to students’ type of class (ordinary or special).

Methods

This correlational study was conducted in four public high schools in the province of Quebec (Canada). A sample of 277 students aged 13–16 years (Mage = 13.55, SD = 0.89, boys = 61.2%) from regular (50.2%) and special education (49.8%) classes completed a questionnaire that assessed five constructs: basic psychological needs, perceived motivational climate, social goals in PE, and overall attitudes towards PE and physical activity (PA) using self-reported questionnaires. Path analyses and invariance testing were performed to verify the presence of class-type differences.

Results

In contrast to students from regular classes, those from special classes reported higher autonomy and relatedness in PE. These students also perceived a lower mastery climate and a higher performance climate, and they reported pursuing more recognition and status goals. Results partially supported our theoretical model: motivational climate → need satisfaction → social goals → attitudes. In addition to the expected relationships, positive paths were significant between dimensions of the motivational climate and students’ adoption of social goals (mastery climate → responsibility and affiliation goals; performance climate → recognition and status goals; relatedness-support → affiliation goals) and attitudes (mastery climate → PE attitudes), and between need satisfaction and students’ goals (autonomy → status goal) and attitudes (competence → PE and PA attitudes). The final model was invariant across groups, except for the relationship between students’ need for autonomy and their adoption of social affiliation goals. In fact, this relationship was positive and significant only for students from special classes.

Conclusions

The research sheds light on the mechanisms underlying social goals, while emphasizing the importance of promoting a motivational climate that fulfils students’ basic psychological needs in both regular and special PE classes.



中文翻译:

体育教育社会目标机制分析:普通班与特殊班的比较

摘要

背景

近年来,基本需求和动机氛围的影响在成就动机领域得到了广泛的研究。然而,最近的研究表明,需要考虑学生(有或没有特殊需要)的社会目标(例如归属、认可、地位和责任目标),以便更好地了解青少年参与体育活动的动机,如体育教育(PE)和体育。该研究旨在测试一个结合三种动机理论概念的理论模型,并验证该模型是否根据学生的班级类型(普通或特殊)而变化。

方法

这项相关性研究在魁北克省(加拿大)的四所公立高中进行。 来自普通班(50.2%)和特殊教育班(49.8%)的 277 名 13-16 岁学生(法师 = 13.55,标准差 = 0.89,男孩 = 61.2%)的样本完成了一份问卷,评估了五个结构:基本心理需求、使用自我报告的问卷调查感知的动机氛围、体育运动的社会目标以及对体育运动和体育活动 (PA) 的总体态度。进行路径分析和不变性测试以验证类别类型差异的存在。

结果

与普通班的学生相比,特殊班的学生在体育课上表现出更高的自主性和关联性。这些学生还感受到了较低的掌握氛围和较高的表现氛围,他们报告说追求更多的认可和地位目标。结果部分支持了我们的理论模型:动机氛围→需求满足→社会目标→态度。除了预期的关系之外,积极的路径在动机氛围和学生对社会目标(掌握氛围→责任和归属目标;绩效氛围→认可和地位目标;关联支持→归属目标)和态度的维度之间具有重要意义(掌握气候→体育态度),需求满足与学生目标(自主→地位目标)和态度(能力→体育和体育态度)之间。除了学生对自主性的需求与他们对社会归属目标的采纳之间的关系外,最终模型在不同群体之间是不变的。事实上,这种关系只对特殊班级的学生是积极的和显着的。

结论

该研究揭示了社会目标背后的机制,同时强调了促进满足学生在常规和特殊体育课中基本心理需求的激励氛围的重要性。

更新日期:2021-01-29
down
wechat
bug