Investigating the Relationships Between Perceived Mattering, Role Stress, and Psychological Need Satisfaction in Physical Education Teachers

2020 ◽  
Vol 39 (1) ◽  
pp. 48-58
Author(s):  
Nicholas S. Washburn ◽  
K. Andrew R. Richards ◽  
Oleg A. Sinelnikov
Keyword(s):  
Physical Education ◽  
Role Ambiguity ◽  
Role Stress ◽  
Need Satisfaction ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Psychological Need ◽  
Fit Index ◽  
Perceived Mattering ◽  
Psychological Need Satisfaction

Purpose: Despite being linked with motivationally supportive instruction, little research has investigated antecedents to physical educators’ psychological need satisfaction. This study examined relationships between physical educators’ perceived mattering, role stress, and psychological need satisfaction. Method: The participants included 472 in-service physical educators (232 males and 240 females) from the eastern United States who completed an online survey. Structural equation modeling was used to evaluate a conceptual model detailing the relationships among study variables. Results: The conceptual model was a good fit for the data, χ2(358) = 657.16, p < .001, root mean square error of approximation = .042 (90% confidence interval [.037, .047], p = .996), standardized root mean residual = .051, nonnormalized fit index = .949, comparative fit index = .955. Generally, perceived mattering influenced role ambiguity and relatedness satisfaction. Role overload and role ambiguity are negatively associated with competence satisfaction, and role conflict is negatively associated with autonomy satisfaction. Discussion: The findings indicate that elevating physical education teachers’ perceived mattering may reduce role stress and increase psychological need satisfaction.

Understanding physical educators’ perceptions of mattering

2016 ◽  
Vol 23 (1) ◽  
pp. 73-90 ◽  
Author(s):  
K. Andrew R. Richards ◽  
Karen Lux Gaudreault ◽  
Amelia Mays Woods
Keyword(s):  
Factor Analysis ◽  
Physical Education ◽  
Factor Structure ◽  
Online Survey ◽  
Role Stress ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Teachers Perceptions ◽  
Confirmatory Factor ◽  
Perceived Mattering

Previous research has illustrated that physical educators feel their subject is valued less than others in the context of schools. However, to date, no instruments have been developed to measure physical education teachers’ perceptions of mattering. This study sought to propose and validate the Perceived Mattering Questionnaire – Physical Education (PMQ-PE). In total, 460 physical educators completed an online survey that measured perceived mattering, role stress, and resilience. Data analysis began with exploratory factor analysis to identify a stable two-factor structure that measured physical educators’ perceptions that they matter and that the discipline of physical education matters. Next, confirmatory factor analysis was used to affirm the factor structure and to examine convergent, discriminant, and divergent validity. The model was a good fit for the data and the PMQ-PE correlated positively with resilience and negatively with role stress. These analyses support initial validation of the PMQ-PE.

scholarly journals Cultural Differences in the Relationships Among Autonomy Support, Psychological Need Satisfaction, Subjective Vitality, and Effort in British and Chinese Physical Education

2010 ◽  
Vol 32 (5) ◽  
pp. 655-673 ◽  
Author(s):  
Ian M. Taylor ◽  
Chris Lonsdale
Keyword(s):  
Physical Education ◽  
Cultural Differences ◽  
Autonomy Support ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Subjective Vitality ◽  
Chinese Sample ◽  
Psychological Need ◽  
The Relationship ◽  
Psychological Need Satisfaction

Using basic psychological needs theory (BPNT; Ryan & Deci, 2000) as our guiding framework, we explored cultural differences in the relationships among physical education students’ perceptions of teacher autonomy support, psychological need satisfaction, subjective vitality and effort in class. Seven hundred and fifteen students (age range from 13 to 15 years) from the U.K. and Hong Kong, China, completed a multisection inventory during a timetabled physical education class. Multilevel analyses revealed that the relationships among autonomy support, subjective vitality and effort were mediated by students’ perceptions of psychological need satisfaction. The relationship between autonomy support and perceptions of competence was stronger in the Chinese sample, compared with the U.K. sample. In addition, the relationship between perceptions of relatedness and effort was not significant in the Chinese students. The findings generally support the pan-cultural utility of BPNT and imply that a teacher-created autonomy supportive environment may promote positive student experiences in both cultures.

scholarly journals Clarifying the influence of sport education on basic psychological need satisfaction in high school students

Motricidade ◽  
2018 ◽  
Vol 14 (2-3) ◽  
pp. 48-58 ◽  
Author(s):  
Rafael Burgueño ◽  
Belén Cueto-Martín ◽  
Esther Morales-Ortiz ◽  
Payla Cristina Silva ◽  
Jesus Medina-Casaubón
Keyword(s):  
High School Students ◽  
Physical Education ◽  
Group Analysis ◽  
Need Satisfaction ◽  
Control Group ◽  
Sport Education ◽  
School Students ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Psychological Need Satisfaction

Based on Self-Determination Theory, this research aimed to examine la influence of Sport Education on basic psychological need satisfaction in the sport teaching-learning process that takes place in Physical Education. The participants were 44 high school students (22 men and 22 women; Mage = 16.32, SDage = 0.57) and 2 Physical Education pre-service teachers. The design was a quasi-experimental study with, a priori, non-equivalent control group using pre- and post- intervention measures and intra- and inter- analyses. The intervention consisted of 12 basketball sessions both for the experimental group (n = 22), which developed Sport Education, and for the control group (n = 22), which developed the traditional teaching. The results showed that Sport Education significantly improved the levels of autonomy, competence and relatedness need satisfaction in the inter-group analysis and in the intra-group analysis. In its conclusion, the suitability of Sport Education to contribute developing students’ basic psychological need satisfaction in the sport teaching-learning process in Physical Education was indicated.

scholarly journals Mexican Basic Psychological Need Satisfaction and Frustration Scale in Physical Education

2020 ◽  
Vol 11 ◽  
Author(s):  
Jorge Zamarripa ◽  
René Rodríguez-Medellín ◽  
José Alberto Pérez-Garcia ◽  
Fernando Otero-Saborido ◽  
Maritza Delgado
Keyword(s):  
Physical Education ◽  
Need Satisfaction ◽  
Psychological Need ◽  
Basic Psychological Need Satisfaction ◽  
Psychological Need Satisfaction

Experimentally Based, Longitudinally Designed, Teacher-Focused Intervention to Help Physical Education Teachers Be More Autonomy Supportive Toward Their Students

2012 ◽  
Vol 34 (3) ◽  
pp. 365-396 ◽  
Author(s):  
Sung Hyeon Cheon ◽  
Johnmarshall Reeve ◽  
Ik Soo Moon
Keyword(s):  
Physical Education ◽  
Repeated Measures ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Equation Model ◽  
Need Satisfaction ◽  
Control Group ◽  
Psychological Need ◽  
Experimental Group ◽  
Psychological Need Satisfaction

Using the field’s state-of-the-art knowledge, we designed, implemented, and assessed the effectiveness of an intervention to help physical education (PE) teachers be more autonomy supportive during instruction. Nineteen secondary-school PE teachers in Seoul were randomly assigned into either an experimental or a delayed-treatment control group, and their 1,158 students self-reported their course-related psychological need satisfaction, autonomous motivation, amotivation, classroom engagement, skill development, future intentions, and academic achievement at the beginning, middle, and end of the semester. Observers’ ratings and students’ self-reports confirmed that the intervention was successful. Repeated-measures ANCOVAs showed that the students of teachers in the experimental group showed midsemester and end-of-semester improvements in all dependent measures. A multilevel structural equation model mediation analysis showed why the teacher-training program produced improvements in all six student outcomes—namely, teachers in the experimental group vitalized their students’ psychological need satisfaction during PE class in ways that teachers in the control group were unable to do, and it was this enhanced need satisfaction that explained the observed improvements in all six outcomes.

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