The Role of an Empowering Motivational Climate on Pupils’ Concentration and Distraction in Physical Education

2021 ◽  
pp. 1-11
Author(s):  
Maxime Mastagli ◽  
Aurélie Van Hoye ◽  
Jean-Philippe Hainaut ◽  
Benoît Bolmont
Keyword(s):  
Physical Education ◽  
Negative Affect ◽  
Structural Equation ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Positive And Negative Affect

Purpose: The present study investigated the relationship between an empowering motivational climate and pupils’ concentration and distraction in physical education, mediated by basic psychological needs satisfaction and by positive and negative affect. Method: The participants were 425 French pupils (Mage = 15.36, SDage = 0.82) from 21 high schools, who filled in a questionnaire regarding the study variables. This cross-sectional study used multilevel structural equation modeling to examine the hypothesized relationships. Results: Good fit indices were found in the data from the theoretical model. An empowering motivational climate was found to be related to concentration. Competence need satisfaction was related to concentration and distraction. This association was mediated by positive and negative affect, which in turn was related to concentration and distraction. Conclusion: Teachers can improve pupils’ concentration and positive affect and reduce distraction and negative affect by supporting an empowering motivational climate and fostering competence need satisfaction.

scholarly journals Acculturation Stress, Satisfaction, and Frustration of Basic Psychological Needs and Mental Health of Chinese Migrant Children: Perspective from Basic Psychological Needs Theory

2021 ◽  
Vol 18 (9) ◽  
pp. 4751
Author(s):  
Qiang Ren ◽  
Shan Jiang
Keyword(s):  
Mental Health ◽  
Structural Equation ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Migrant Children ◽  
Equation Modeling ◽  
Acculturation Stress ◽  
Children’S Depression ◽  
Needs Theory

Acculturation stress is prevalent among migrant populations. The current study examines whether acculturation stress influences migrant children’s mental health through the mediators of the satisfaction and frustration of basic psychological needs for autonomy, relatedness, and competence. A sample of 484 migrant children is obtained in Kunming, China using a multi-stage cluster random sampling. Data are analyzed through structural equation modeling in Mplus 8.0. Results indicate that acculturation stress has a direct impact on children’s depression but no significant direct effect on children’s happiness. Acculturation stress also has indirect effects on depression and happiness via the mediators of need satisfaction and frustration. Acculturation stress is negatively associated with need satisfaction and positively associated with need frustration, which is further significantly predictive of children’s happiness and depression. Overall, this study validates the basic psychological needs theory in the context of China’s internal migration. Findings contribute to the understanding of the mechanisms that underlie the relationship between acculturation stress and psychological outcomes and provide practical implications for future interventions.

scholarly journals CAPTURING TEACHING MOTIVATION OF TEACHER IN THE DISADVANTAGED AREAS

2019 ◽  
Vol 38 (3) ◽  
pp. 398-410
Author(s):  
Hanggara Budi Utomo ◽  
Dewi Retno Suminar ◽  
Hamidah Hamidah
Keyword(s):  
School Climate ◽  
Structural Equation ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Influential Factors ◽  
Self Concept ◽  
Equation Modeling ◽  
Teaching Motivation ◽  
Climate Scale

Teaching motivation of teachers is very important for student’s development. The purpose of this study is to test the teaching motivation of teachers in disadvantaged areas affected by the school climate and self-concept through the satisfaction of basic psychological needs. The subjects of this research were 241 teachers. Data collection techniques used instruments in the form of a school climate scale, a scale of self-concept, a scale of basic psychological need satisfaction, and a scale of teaching motivation. The data analysis techniques used a structural equation modeling. The results showed that the attention of teachers who teach in disadvantaged areas shows that the school climate and teacher’s self-concept differently provide an important role in teaching motivation mediated by the basic psychological needs satisfaction. This means that teaching motivation is a result of the role of the school climate as an external factor and satisfaction of basic psychological needs and self-concept as an internal factor. The implication of this research is the need for programs to develop teacher motivation in disadvantaged areas by optimizing and considering school climate, self-concept, and satisfaction of basic psychological needs as influential factors.

scholarly journals Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China

2020 ◽  
Author(s):  
Ruzhuan Chen ◽  
Lijuan Wang ◽  
Bingnan Wang ◽  
Yulan Zhou
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Autonomy Support ◽  
Structural Equation ◽  
Vigorous Physical Activity ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
School Students

Abstract Background: On the basis of the integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e. autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e. autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE). Methods: Participants consisted of 1,186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship.Results: SEM analysis revealed that task-involving climate and autonomy support were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons.Conclusion: These findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

scholarly journals Student intention to engage in leisure-time physical activity: The interplay of task-involving climate, competence need satisfaction and psychobiosocial states in physical education

2018 ◽  
Vol 25 (3) ◽  
pp. 761-777 ◽  
Author(s):  
Rossana Di Battista ◽  
Claudio Robazza ◽  
Montse C Ruiz ◽  
Maurizio Bertollo ◽  
Francesca Vitali ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Needs Satisfaction ◽  
The Impact

Grounded in achievement goal theory and basic psychological needs theory, the aim of this study was to examine the impact of the interaction of perceived motivational climate in physical education with psychological needs satisfaction (relatedness, competence and autonomy) and psychobiosocial states on student intention to engage in leisure-time physical activity. Participants ( N = 470 Italian students, 287 boys and 183 girls, aged 16–19 years) completed the Teacher-Initiated Motivational Climate in Physical Education Questionnaire, the Psychological Needs Satisfaction Scale in Physical Education, the Psychobiosocial States Questionnaire, and a measure of intention to engage in leisure-time physical activity. Structural equation modelling analysis indicated that a perceived task-involving climate was related to intention to engage in physical activity through the serial mediation of competence need satisfaction and pleasant/functional psychobiosocial states. The findings highlight the importance of task-involving climate and competence need satisfaction in determining pleasant emotional states and, consequently, in promoting leisure-time physical activity. Teachers should apply curricular and pedagogical strategies that aim to create a task-involving motivational climate, make movement experiences personally meaningful and pleasant and therefore stimulate students to adopt an active lifestyle.

How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach

2018 ◽  
Vol 25 (4) ◽  
pp. 983-1001 ◽  
Author(s):  
Leen Haerens ◽  
Christa Krijgsman ◽  
Athanasios Mouratidis ◽  
Lars Borghouts ◽  
Greet Cardon ◽  
...  
Keyword(s):  
Physical Education ◽  
Structural Equation ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Theory Approach ◽  
Situational Motivation ◽  
Motivating Style

Students’ knowledge about the criteria for an upcoming test is a crucial component of assessment quality. Grounded in self-determination theory, we investigated whether knowledge about the criteria for an upcoming test related to students’ situational motivation and experienced anxiety during physical education (PE). We also examined whether these relations were: (a) mediated by need-based experiences; and (b) moderated by teachers’ motivating style. Participants were 659 students (55.54% boys, 44.46% girls, mean age 14.72 years, standard deviation = 0.94) out of 40 classes from 32 schools taught by 39 different PE teachers. Analyses through multilevel structural equation modeling showed that students with more knowledge about the criteria for an upcoming test valued and enjoyed the lesson more (i.e. autonomous motivation), and felt less aloof (i.e. amotivation). Relations between knowledge about the criteria and students’ situational motivation were mediated by experienced need satisfaction. Specifically, students who had more knowledge about the criteria for an upcoming test felt more in charge of their learning process (i.e. autonomy satisfaction), felt more effective in reaching their goals (i.e. competence satisfaction) and felt more connected to the teacher (i.e. relatedness satisfaction). Although relations between knowledge about the criteria and students’ motivation were not moderated by teachers’ motivating style, teachers’ motivating style displayed independent relations with students’ motivation. Implications for assessment quality and students’ motivation in PE are discussed.

scholarly journals Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Ruzhuan Chen ◽  
Lijuan Wang ◽  
Bingnan Wang ◽  
Yulan Zhou
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Autonomy Support ◽  
Structural Equation ◽  
Vigorous Physical Activity ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
School Students

Abstract Background On the basis of the integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e. autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e. autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE). Methods Participants consisted of 1186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship. Results SEM analysis revealed that task-involving climate and autonomy support were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons. Conclusion These findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

How Transformational Leadership Supports Intrinsic Motivation and Public Service Motivation: The Mediating Role of Basic Need Satisfaction

2017 ◽  
Vol 48 (6) ◽  
pp. 535-549 ◽  
Author(s):  
Ulrich Thy Jensen ◽  
Louise Ladegaard Bro
Keyword(s):  
Transformational Leadership ◽  
Intrinsic Motivation ◽  
Public Service ◽  
Structural Equation ◽  
Work Motivation ◽  
Psychological Needs ◽  
Public Service Motivation ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Equation Modeling

Motivating public service employees to greater effort is a key issue for managers and scholars. Transformational leadership concerns behaviors to develop, share, and sustain a vision for the organization and has been suggested as an important lever in this respect. However, we know little about the processes by which transformational leadership may stimulate work motivation. Integrating transformational leadership, public service motivation (PSM), and self-determination theory, this article sheds light on the psychological mechanisms underlying the motivational effects of transformational leadership. According to structural equation modeling, the relationships between transformational leadership and two types of autonomous work motivation—intrinsic motivation and PSM—are mediated by the satisfaction of the basic psychological needs for autonomy, competence, and relatedness. Our findings support the claim that the motivational effects of transformational leadership are mediated by need satisfaction, but also that satisfaction of individual needs is not equally important for intrinsic motivation and PSM, respectively.

Choosing to study music in high school: Teacher support, psychological needs satisfaction, and elective music intentions

2019 ◽  
Vol 47 (6) ◽  
pp. 781-799 ◽  
Author(s):  
Elisabeth Freer ◽  
Paul Evans
Keyword(s):  
High School ◽  
High School Students ◽  
Structural Equation ◽  
School Teacher ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Basic Psychological Needs ◽  
Equation Modeling ◽  
School Type ◽  
Music Classroom

High school students do not value music education highly, nor do they see it as a useful part of their academic pathways. When music becomes an elective subject, low enrolment in elective classes is seen as a challenge for music educators. This study aimed to further investigate this issue by examining the motivational climate of the music classroom, including the perceptions of the music teacher, in the development of student motivation for music. It also examined how these motivational factors influenced students’ intentions to take music as an elective subject. A hypothesized model based on self-determination theory was tested using structural equation modeling (SEM), based on survey data from N = 395 students from 11 schools. The hypothesized model fit the data well. Students’ basic psychological needs fulfillment was predicted by the perceived needs-supportive practices of their teachers. These in turn were predictive of students’ elective intentions. Using multi-group SEM analyses, findings were invariant across gender, school type, year at school, and socio-economic status, and the role of prior music learning was examined. The results indicate that an effective target for increasing students’ motivation and value for music at school may be the motivational climate of the music classroom.

The mediating role of psychological needs in the relation between qualitative job insecurity and counterproductive work behavior

2014 ◽  
Vol 19 (5) ◽  
pp. 526-547 ◽  
Author(s):  
Anja Van den Broeck ◽  
Coralia Sulea ◽  
Tinne Vander Elst ◽  
Gabriel Fischmann ◽  
Dragos Iliescu ◽  
...  
Keyword(s):  
Structural Equation ◽  
Job Insecurity ◽  
Counterproductive Work Behavior ◽  
Underlying Mechanism ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Work Behavior ◽  
Equation Modeling ◽  
Content Type

Purpose – The purpose of this paper is to add to the understanding of the qualitative job insecurity, i.e. the insecurity about the continuity of valued job aspects in future. Specifically, the paper examines whether qualitative job insecurity is related to counterproductive work behavior (CWB), both directed to the organization (i.e. CWB-O) and other individuals at work (i.e. CWB-I), and whether frustration of the basic psychological needs of autonomy, belongingness and competence, as defined in self-determination theory, may account for these relationships. Design/methodology/approach – The hypothesis were examined using structural equation modeling in heterogeneous sample of Romanian employees. Findings – Results support the hypotheses showing that feeling insecure about one's valued job aspects associates with high levels of need frustration and, therefore, also with both CWB-O and CWB-I. While each of the accounted for the associations of qualitative insecurity and CWB-O, only frustration of the need for autonomy explained its detrimental association with CWB-I. Originality/value – This study is innovative, as it integrates and extends three different fields and has high practical relevance. The authors detail qualitative job insecurity, an increasing, but understudied job stressor. The authors extend research on the antecedents of CWB by focussing on environmental factors. The authors develop need satisfaction, as integrative theoretical underlying mechanism.

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