الحاجات النفسية لدى طلبة المرحلة الثانوية من ذوي أنماط الشخصية المهنية = The Study of Psychological Needs for the Patterns of Vocational Personality of Secondary 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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THE INFLUENCE OF BASIC PSYCHOLOGICAL NEEDS ON SECONDARY SCHOOL STUDENTS’ INTRINSIC MOTIVATION AT RRI ACTIVITY

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2019vol2.3971 ◽

2019 ◽

Vol 2 ◽

pp. 376

Author(s):

Palmira Peciuliauskiene

Keyword(s):

Secondary School ◽

Intrinsic Motivation ◽

Secondary School Students ◽

Research Problem ◽

Psychological Needs ◽

Theoretical Background ◽

Basic Psychological Needs ◽

School Students ◽

Research And Innovation ◽

To Come

The article deals with the role of responsible research and innovation (RRI) at science education in promoting intrinsic motivation of secondary school learners from Lithuania. RRI deals with uncertain areas of knowledge and gives students an opportunity for responsibility and self-expression to come to informed decisions about science innovations and their impact. The theoretical background of learners’ intrinsic motivation was analysed on the basis of Self-Determination Theory (STD). STD highlights three basic psychological needs of learners: the need for autonomy, the need for competence and the need for relatedness.The research problem is formulated as a question: how do basic psychological needs influence intrinsic motivation of secondary school learners at RRI activity? Intrinsic motivation inventory was used to assess the secondary school students’ intrinsic motivation related to RRI activity. The collected data were analysed using simple regression. The findings confirm that the need for competence and the need for relatedness are important internal factors in promotion of intrinsic motivation of secondary school learners at RRI activity.

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Development and Initial Validation of the Chinese Version of Psychological Needs Thwarting Scale in Physical Education

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2014-0053 ◽

2015 ◽

Vol 34 (3) ◽

pp. 402-423 ◽

Cited By ~ 11

Author(s):

Jing Dong Liu ◽

Pak-kwong Chung

Keyword(s):

Hong Kong ◽

Physical Education ◽

Secondary School ◽

Secondary School Students ◽

Reliability And Validity ◽

Psychological Needs ◽

School Students ◽

Initial Validation ◽

Initial Content ◽

Psychometric Evidence

The current study presents the development process and initial validation of a measure designed for assessing psychological needs thwarting (frustration) in a secondary school physical education context (Psychological Needs Thwarting Scale in Physical Education, PNTSPE). Secondary school students (grades 7–9) from Hong Kong (N = 1258) were invited to participate in three studies. In Study 1, item generation and initial content validity of the PNTSPE were achieved. In Study 2, the factorial structure of the measure was tested using exploratory and confirmatory factor analysis. Internal consistency reliabilities of the subscales were also examined. In Study 3, the reliability and validity of the scores derived from the PNTSPE were further examined in an independent sample. Overall, the findings from the three studies provided initial psychometric evidence for the PNTSPE and suggested that the PNTSPE could be used as a valid and reliable measure to assess Hong Kong secondary school students’ psychological needs thwarting in physical education.

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THE REALITY OF PSYCHOLOGICAL HARDINESS OF SECONDARY SCHOOL STUDENTS IN JORDAN

RIMAK International Journal of Humanities and Social Sciences ◽

10.47832/2717-8293.1-3.19 ◽

2021 ◽

Vol 3 (1) ◽

pp. 243-256

Author(s):

Sumiah ALZAOOT ◽

Keyword(s):

Secondary School ◽

Analytical Approach ◽

Secondary School Students ◽

Psychological Needs ◽

Female Students ◽

Average Level ◽

Ministry Of Education ◽

School Students ◽

Male And Female ◽

Psychological Hardiness

The research aimed to monitor the level of psychological hardiness of secondary school students in the Balqa Governorate in Jordan, and to reveal the differences in the responses of the sample respondents of the study according to gender. The research sample consisted of (500) male and female students. To achieve the objectives of the research, the researcher adopted the descriptive analytical approach. The most prominent results showed that the level of the psychological hardiness of the secondary school students in Balqa Governorate in Jordan, attained the average level by (67.67%). The researcher recommended that the concerned in the Ministry of Education should take interest in the actual psychological needs of secondary school students to improve their psychological hardiness.

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Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

European Journal of Psychological Assessment ◽

10.1027//1015-5759.18.3.214 ◽

2002 ◽

Vol 18 (3) ◽

pp. 214-228 ◽

Cited By ~ 17

Author(s):

Heinz Neber ◽

Kurt A. Heller

Keyword(s):

Secondary School ◽

Summer School ◽

Secondary School Students ◽

Social Cognitive ◽

Gifted Students ◽

School Program ◽

School Students ◽

Positive Effects ◽

Regulatory Strategies ◽

Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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Ethnolinguistic Identity and Television Use in a Minority Language Setting

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000071 ◽

2012 ◽

Vol 24 (4) ◽

pp. 135-142 ◽

Cited By ~ 5

Author(s):

Jake Harwood ◽

Laszlo Vincze

Keyword(s):

Secondary School ◽

Coping Strategies ◽

Secondary School Students ◽

Minority Language ◽

German Language ◽

Tv Viewing ◽

School Students ◽

Ethnolinguistic Vitality ◽

Ethnolinguistic Identity ◽

Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

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Smart Girls, Dumb Boys!?

Social Psychology ◽

10.1027/1864-9335/a000167 ◽

2014 ◽

Vol 45 (2) ◽

pp. 112-126 ◽

Cited By ~ 14

Author(s):

Martin Latsch ◽

Bettina Hannover

Keyword(s):

Secondary School ◽

Stereotype Threat ◽

Gender Stereotypes ◽

Secondary School Students ◽

Learning Goals ◽

School Students ◽

Compensatory Strategies ◽

Media Portrayal ◽

Stereotype Lift ◽

The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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