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

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.

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

10.21203/rs.2.16475/v3 ◽

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.

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Motivational climate, need satisfaction, self-determined motivation, and accelerometer-measured physical activity among secondary school students in China

10.21203/rs.2.16475/v2 ◽

2020 ◽

Author(s):

Ruzhuan Chen ◽

Lijuan Wang ◽

Bingnan Wang ◽

Yulan Zhou

Keyword(s):

Physical Activity ◽

Secondary School ◽

Autonomy Support ◽

Structural Equation ◽

Secondary School Students ◽

Vigorous Physical Activity ◽

Psychological Needs ◽

Motivational Climate ◽

Need Satisfaction ◽

School Students

Abstract Objectives Based on 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 The participants consisted of 1,186 Chinese students aged 11 to 16 years from three secondary schools around Shanghai. An accelerometer was adopted to measure moderate-to-vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e., classroom motivational climate, perceived competence, autonomy, relatedness, self-determined motivation). Structural equation modelling (SEM) was used to analyze the hypothesized relationship. Results A SEM analysis revealed that autonomy support and task-involving climate 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 integrate SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

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Motivational climate, need satisfaction, self-determined motivation, and accelerometer-measured physical activity among secondary school students in China

10.21203/rs.2.16475/v1 ◽

2019 ◽

Author(s):

Ruzhuan Chen ◽

Lijuan Wang ◽

Bingnan Wang ◽

Yulan Zhou

Keyword(s):

Physical Activity ◽

Secondary School ◽

Autonomy Support ◽

Structural Equation ◽

Secondary School Students ◽

Vigorous Physical Activity ◽

Psychological Needs ◽

Motivational Climate ◽

Need Satisfaction ◽

School Students

Abstract Objectives Based on 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 The participants consisted of 1,186 Chinese students aged 11 to 16 years from three secondary schools around Shanghai. An accelerometer was adopted to measure moderate-to-vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e., classroom motivational climate, perceived competence, autonomy, relatedness, self-determined motivation). Structural equation modelling (SEM) was used to analyze the hypothesized relationship.Results A SEM analysis revealed that autonomy support and task-involving climate 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 integrate SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

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Psychometry of the Multidimensional Perceived Autonomy Support Scale in Physical Education With Spanish Secondary School Students

SAGE Open ◽

10.1177/2158244019901253 ◽

2020 ◽

Vol 10 (1) ◽

pp. 215824401990125 ◽

Cited By ~ 3

Author(s):

Rafael Burgueño ◽

José Macarro-Moreno ◽

Jesús Medina-Casaubón

Keyword(s):

Physical Education ◽

Secondary School ◽

Autonomy Support ◽

Structural Equation ◽

Secondary School Students ◽

Temporal Stability ◽

Need Satisfaction ◽

Equation Modeling ◽

School Students ◽

Perceived Autonomy Support

This research aimed to adapt and psychometrically examine the Multidimensional Perceived Autonomy Support Scale in Physical Education in the Spanish context. The participants were 560 (264 men and 296 women; Mage = 14.49, SDage = 1.05) physical education secondary school students. The results underpinned a 15-item three-factor correlated model, which was invariant across gender and age. The reliability analysis reflected an acceptable level of internal consistency and temporal stability for each factor. The structural equation modeling showed that perceived cognitive, procedural, and organizational autonomy support predicted positively and significantly basic psychological need satisfaction. The Multidimensional Perceived Autonomy Support Scale in Physical Education is a valid and reliable instrument to multidimensionally measure the secondary school students’ perception of autonomy support from physical education teachers in the Spanish context.

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

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2020-0252 ◽

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.

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Contribution of Motivational Climates and Social Competence in Physical Education on Overall Physical Activity: A Self-Determination Theory Approach with a Creative Physical Education Twist

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17165885 ◽

2020 ◽

Vol 17 (16) ◽

pp. 5885 ◽

Cited By ~ 1

Author(s):

Juha Kokkonen ◽

Arto Gråstén ◽

John Quay ◽

Marja Kokkonen

Keyword(s):

Physical Activity ◽

Physical Education ◽

Social Competence ◽

Structural Equation ◽

Extrinsic Motivation ◽

Motivational Climate ◽

Theory Approach ◽

School Students ◽

Cross Sectional ◽

Motivational Climates

Using a cross-sectional study design, we tested a structural equation model of hypothesized relationships among a group of variables: motivational climate in physical education (PE), students’ social competence in PE, out of-school physical activity (PA) motivation, PA intention and their moderate-to-vigorous PA (MVPA). Based on the self-reports of 363 fourth to sixth grade elementary school students (172 girls, 191 boys), the model revealed that the task-involving motivational climate in PE was linked to higher MVPA via cooperation in PE, and also via extrinsic motivation and PA intention. Ego-involving motivational climate was related to higher extrinsic motivation and amotivation, further to higher PA intention and, finally, to higher MVPA. Task-involving motivational climate was positively linked to students’ social competence markers of cooperation and empathy, and negatively to disruptiveness. Ego-involving motivational climate was positively related to disruptiveness and impulsivity, the markers of low social competence. The study showed that the motivational climate and co-operational aspect of social competence both played significant roles in students’ PA motivation, PA intention and MVPA. A pedagogical model that brings the learning of social competence relevant skills to the fore is creative physical education (CPE). Analysis of CPE is provided which highlights teaching behaviors which contribute to the students’ MVPA through motivational climates, co-operation, PA motivation and PA intention.

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No More Bricks in the Wall: Adopting Healthy Lifestyles through Physical Education Classes

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16234860 ◽

2019 ◽

Vol 16 (23) ◽

pp. 4860 ◽

Cited By ~ 6

Author(s):

Rubén Trigueros ◽

Adolfo J. Cangas ◽

José M. Aguilar-Parra ◽

Joaquín F. Álvarez ◽

Alexandre García-Más

Keyword(s):

Physical Activity ◽

Physical Education ◽

Structural Equation ◽

Psychological Control ◽

Goodness Of Fit ◽

Healthy Lifestyle ◽

Psychological Needs ◽

Childhood And Adolescence ◽

School Students ◽

Physically Active

Despite the multiple benefits associated with practicing physical activity regularly, less than 20% of the population do it on a daily basis. Physical education classes could contribute, during childhood and adolescence, to consolidating adherence to healthy lifestyle habits. The present study involved 606 secondary school students between the ages of 13 and 19. We analysed the relationships between the perception of psychological control and support for autonomy, the satisfaction and frustration of psychological needs, mind-wandering and mindfulness, positive and negative emotions, motivation towards physical education classes, physical activity and the intention to be physically active—all through a structural equation model, which presented acceptable goodness-of-fit indices. The results showed that students who feel more autonomous see that their psychological needs are met and feel emotionally positive; this will result in the development of autonomous motivation towards physical education classes and physical activity that, in turn, could lead to a greater intention to be physically active.

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The German Basic Psychological Needs Satisfaction in Physical Education Scale: Adaption and Multilevel Validation in a Sample of Sixth-Grade Girls

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17051554 ◽

2020 ◽

Vol 17 (5) ◽

pp. 1554 ◽

Cited By ~ 1

Author(s):

David J. Sturm ◽

Joachim Bachner ◽

Stephan Haug ◽

Yolanda Demetriou

Keyword(s):

Physical Activity ◽

Physical Education ◽

Vigorous Physical Activity ◽

Psychological Needs ◽

Need Satisfaction ◽

Basic Psychological Needs ◽

Measurement Tool ◽

Cross Sectional ◽

Class Level ◽

The Individual

(1) Background: Self-determination theory (SDT) claims that need supportive behavior is related to the satisfaction of the basic psychological needs: autonomy, relatedness and competence. The student–teacher relationship is of special interest to understand mechanisms of physical activity behavior change in physical education (PE). (2) Methods: In this cross-sectional study, 481 girls answered a German version of the Basic Psychological Need Satisfaction (BPNS) in PE Scale. Contrary to previous studies, the psychometric properties of this scale were examined by multilevel confirmatory factor analysis. (3) Results: A model with three latent factors on both levels showed acceptable fit and all items showed significant factor loadings. Although one item was excluded due to psychometric reasons, the scale showed good internal consistencies; α = 0.85 at the individual level and α = 0.84 at the class level. Subscales’ internal consistency at the individual levels was good, while at class level, the scores differed from poor to good. Small significant correlations of BPNS with moderate to vigorous physical activity support criterion validity. (4) Conclusion: The 11-item scale is a valid measurement tool to assess BPNS in PE and further application in the school setting would broaden the insights into the psychological impacts of SDT in PE.

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Playing traditional games vs. free-play during physical education lesson to improve physical activity: a comparison study

Pedagogy of Physical Culture and Sports ◽

10.15561/26649837.2021.0306 ◽

2021 ◽

Vol 25 (3) ◽

pp. 178-187

Author(s):

'Arif B. Azlan ◽

Nadzirah Ismail ◽

Nor Farah Mohamad Fauzi ◽

Ruzita Abd. Talib

Keyword(s):

Physical Activity ◽

Physical Education ◽

Secondary School ◽

Secondary School Students ◽

Vigorous Physical Activity ◽

Total Activity ◽

Free Play ◽

School Students ◽

Activity Count ◽

The Mean

Background and Study Aim. Non-sport activities like traditional games can be a practical way to promote physical activity (PA) during physical education (PE) lessons, especially among those who are less inclined towards sports. The purpose of this study is to compare the PA variables and acceptance between playing traditional games and free-play during physical education lessons among secondary school students. Material and Methods. Fifty-six (n = 56) subjects participated in this study wore accelerometers for a total of 40 minutes during each PE lesson to record PA. In the first week, a 40-min free-play PE lesson was done while in the second week, a 40-min PE lesson incorporated with traditional games (TG-PE lesson) was done. After following both lessons, subjects filled up a questionnaire on acceptance of TG-PE and free-play PE lessons. Results. The mean total activity count (p < 0.05) and time spent in moderate-to-vigorous physical activity (MVPA) (p < 0.05) were 20% and 19% greater respectively during TG-PE lesson compared to free-play PE lesson. The mean acceptance scores showed students preferred playing TG (19.29 ± 4.21; p < 0.00) over free-play PE lesson (17.59 ± 3.13). Conclusions. In conclusion, incorporating fun and meaningful activities such as TG during PE lessons can serve as an alternative strategy to promote PA during school hours. Further studies are warranted to determine other types of TG that may promote PA among secondary school students.

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

European Physical Education Review ◽

10.1177/1356336x18770665 ◽

2018 ◽

Vol 25 (3) ◽

pp. 761-777 ◽

Cited By ~ 12

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.

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