Um modelo motivacional do envolvimento dos jovens nas aulas de educação física (Un modelo de motivación de la participación de los jóvenes en las clases de educación física) (A motivational model of youngsters’ engagement in physical education classes)

Cross Sectional Study ◽

Need Satisfaction ◽

Self Determination ◽

Cross Sectional ◽

Present Cross Sectional Study ◽

Investigações anteriores, desenvolvidas no contexto da educação física (EF), têm vindo a incorporar e testar vários pressupostos da teoria da autodeterminação (TAD). Porém, permanecem ainda várias lacunas nesta área (ex. impacto de um clima de suporte às necessidades psicológicas básicas no envolvimento das pessoas nas tarefas). Assim, este estudo transversal examinou um modelo motivacional baseado nos pressupostos da TAD e explorou a sua invariância entre géneros e ciclos de escolaridade. A amostra foi constituída por 1390 alunos Portugueses (52.5% raparigas; idade média, 15 anos) do 3º ciclo (12-14 anos) e ensino secundário (15-17 anos). Questionários validados internacionalmente foram utilizados para avaliar a perceção de uso de estratégias motivacionais, a satisfação de necessidades, motivações e envolvimento nas aulas de EF. As correlações bivariadas entre as estratégias percecionadas, necessidades básicas, motivações e as dimensões do envolvimento mostraram os padrões de associação esperados. As análises de mediação revelaram que os alunos que percepcionaram maior utilização de estratégias de suporte às necessidades básicas experienciaram níveis mais elevados de satisfação destas necessidades, o que, por sua vez, se associou a motivações mais autónomas e a níveis mais elevados de envolvimento nas aulas de EF. As estratégias percecionadas também se relacionaram positivamente com o envolvimento nas aulas via níveis mais baixos de amotivação para a EF (mas com menor poder explicativo). Na sua generalidade, as análises de invariância suportaram a universalidade da sequência motivacional proposta pela TAD. Este estudo dá suporte aos pressupostos da TAD e corrobora a sua aplicação no contexto da educação física, ampliando a evidência neste campo.Resumen. Las investigaciones basadas en los postulados la teoría de la autodeterminación (TAD) desarrolladas en el contexto de la educación física (EF) se han visto incrementadas. Sin embargo, aún quedan varias lagunas en la literatura (ej., impacto de un ambiente de aprendizaje de apoyo en el compromiso de los estudiantes). Como tal, este estudio transversal examinó un modelo de motivación basado en los principios de la teoría de la autodeterminación, y analizó la invarianza del modelo en función del género y del ciclo de estudios. Los participantes fueron 1390 estudiantes portugueses (52,5% mujeres: edad media = 15 años) del 3º ciclo de estudios (12-14 años) y de la enseñanza secundaria (15-17 años). Se utilizaron cuestionarios validados internacionalmente para evaluar la percepción de estrategias de motivación, las necesidades, motivaciones y el compromiso en las clases de EF. Las correlaciones bivariadas entre la percepción de estrategias de apoyo, la satisfacción de las necesidades, las motivaciones y dimensiones de compromiso confirmaron los patrones de asociación esperados. El análisis de mediación reveló que los estudiantes que perciben el uso de estrategias de apoyo mostraron mayor satisfacción de las necesidades, las cuales, a su vez se asociaron con más motivaciones autónomas y mayores niveles de implicación en las clases. La percepción de apoyo también se relacionó con la implicación en EF a través de los niveles bajos en la amotivación (aunque mostrando menor poder explicativo). Por último, la secuencia de motivación en general se mostró invariante en función del género y el ciclo de estudios. Este estudio apoya los presupuestos de la TAD y apoya su aplicación en el contexto de la educación física, ampliando la evidencia en este campo.Abstract. Prior research conducted in the context of school physical education (PE) has increasingly incorporated and tested several postulations of self-determination theory (SDT). Yet, there still remain several gaps in the SDT-related literature (e.g. impact of a need-supportive social context on one’s engagement in behaviors). As such, the present cross-sectional study examined a model of motivation based on the tenets of self-determination theory, and explored the invariance of the model across gender and education cycle. Participants were 1390 Portuguese students (52.5% female; mean age, 15 years-old) belonging to the 3rd (12-14 years-old) and secondary cycle of studies (15-17 years-old). Internationally validated questionnaires were used to measure need support, need satisfaction, motivation, and engagement in PE. Bivariate correlations between perceived strategies, needs’ satisfaction, motivations and engagement dimensions showed the expected patterns of association. Mediation analysis revealed that students who perceived the use of need-supporting strategies experienced greater levels of need satisfaction, which, in turn predicted autonomous motivation, which, in turn, linked to engagement in PE classes. Perceived strategies also related to PE engagement through reduced levels of amotivation (though showing lower explanatory power). Invariance analysis generally supported the universality of the SDT motivational sequence, across gender and cycle of studies. This study provides support for self-determination theory and corroborates the application of the framework to the context of school PE, extending research in this field.

Understanding Physical Activity Intentions in Physical Education Context: A Multi-Level Analysis from the Self-Determination Theory

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17030799 ◽

2020 ◽

Vol 17 (3) ◽

pp. 799 ◽

Cited By ~ 2

Author(s):

David Sánchez-Oliva ◽

Athanasios Mouratidis ◽

Francisco M. Leo ◽

José L. Chamorro ◽

Juan J. Pulido ◽

...

Keyword(s):

Physical Activity ◽

Physical Education ◽

Classroom Environment ◽

Sport Participation ◽

Autonomous Motivation ◽

Need Satisfaction ◽

Self Determination ◽

Perceived Need ◽

Using self-determination theory as a framework, we aimed to study the relationships between perceived need support and need satisfaction with self-determined motivation and extracurricular physical activity intentions in the physical education (PE) classroom, including sex and out-of-school sport participation as moderators. Additionally, we aimed to test whether a need-supportive classroom environment in PE moderates these associations. Participants were 1259 students (556 males) aged between 12 to 16 years (Mage = 13.46 years; SD = 0.74) from 77 PE classes. At the student level we found (a) need satisfaction to predict positively autonomous motivation and negatively amotivation, and (b) autonomous motivation to predict positively and amotivation to predict negatively intentions to undertake extracurricular physical activities. At the classroom level, in need-supportive classes males benefit more than females in terms of increased autonomous motivation while females benefit more than males in terms of decreased amotivation. Finally, class-level perceived need support moderated (i.e., attenuated) the negative association between need satisfaction and amotivation and between amotivation and intentions. These results suggest a buffering role that a need-supportive classroom environment may have on students’ motivation and behavior.

How School Social and Physical Environments Relate to Autonomous Motivation in Physical Education: The Mediating Role of Need Satisfaction

Journal of Teaching in Physical Education ◽

10.1123/jtpe.31.3.216 ◽

2012 ◽

Vol 31 (3) ◽

pp. 216-230 ◽

Cited By ~ 27

Author(s):

Cindy Rutten ◽

Filip Boen ◽

Jan Seghers

Keyword(s):

Physical Education ◽

School Environment ◽

Autonomous Motivation ◽

Psychological Needs ◽

Need Satisfaction ◽

Mediating Role ◽

Physical Environments ◽

Based on the self-determination theory, this study investigated the mediating role of the satisfaction of the three psychological needs (need for competence, relatedness and autonomy) in the relation between need support from the physical education (PE) teacher and autonomous motivation to engage in PE and between the physical school environment and autonomous motivation to engage in PE. Data were collected from 2418 6th grade children. Analyses were performed using bootstrapping. The results showed that perceptions of competence and autonomy mediated the relation between need support from the PE teacher and autonomous motivation. Moreover, the perception of autonomy also mediated the relation between the physical school environment and autonomous motivation. These findings suggest that not only the PE teacher but also the physical school environment is able to promote autonomous motivation by satisfying the need for autonomy.

Motivation, Personality, and Development Within Embedded Social Contexts: An Overview of Self-Determination Theory

The Oxford Handbook of Human Motivation ◽

10.1093/oxfordhb/9780195399820.013.0006 ◽

2012 ◽

pp. 84-108 ◽

Cited By ~ 150

Author(s):

Edward L. Deci ◽

Richard M. Ryan

Keyword(s):

Psychological Health ◽

Basic Needs ◽

Empirical Support ◽

Autonomous Motivation ◽

Psychological Needs ◽

Social Contexts ◽

Need Satisfaction ◽

Self Determination ◽

Human Beings

Self-determination theory maintains and has provided empirical support for the proposition that all human beings have fundamental psychological needs to be competent, autonomous, and related to others. Satisfaction of these basic needs facilitates people's autonomous motivation (i.e., acting with a sense of full endorsement and volition), whereas thwarting the needs promotes controlled motivation (i.e., feeling pressured to behave in particular ways) or being amotivated (i.e., lacking intentionality). Satisfying these basic needs and acting autonomously have been consistently shown to be associated with psychological health and effective performance. Social contexts within which people operate, however proximal (e.g., a family or workgroup) or distal (e.g., a cultural value or economic system), affect their need satisfaction and type of motivation, thus affecting their wellness and effectiveness. Social contexts also affect whether people's life goals or aspirations tend to be more intrinsic or more extrinsic, and that in turn affects important life outcomes.

Exploring Proximal LGBTQ+ Minority Stressors Within Physical Activity Contexts from a Self-determination Theory Perspective

Annals of Behavioral Medicine ◽

10.1093/abm/kaab052 ◽

2021 ◽

Author(s):

Shannon S C Herrick ◽

Meredith A Rocchi ◽

Shane N Sweet ◽

Lindsay R Duncan

Keyword(s):

Physical Activity ◽

Effect Size ◽

Vigorous Physical Activity ◽

Autonomous Motivation ◽

Psychological Needs ◽

Need Satisfaction ◽

Basic Psychological Needs ◽

Self Determination ◽

Small Effect Size

Abstract Background LGBTQ+ (lesbian, gay, bisexual, transgender, queer, etc.) individuals experience challenges such as discrimination and marginalization (referred to as minority stressors) that are detrimental to their mental and physical health. Specifically, proximal or internalized LGBTQ+ minority stressors may influence motivation for and willingness to participate in physical activity. Purpose To explore whether proximal LGBTQ+ minority stressors relate to the basic psychological needs—motivation—physical activity pathway, as per self-determination theory. Methods An online cross-sectional survey was completed by 778 self-identified LGBTQ+ adults. Structural equation modelling analyses were used to examine how proximal LGBTQ+ minority stressors relate to the motivational sequence. Results Findings support that proximal LGBTQ+ minority stressors are negatively associated with psychological need satisfaction within physical activity (β = −.36), which in turn is positively associated with autonomous motivation (β = .53) and reported physical activity participation (β = .32). Overall, the final model accounted for 13% of variance in need satisfaction (small effect size), 53% of variance in autonomous motivation (moderate-large effect size), and 10% of variance in moderate-to-vigorous physical activity levels (small effect size). Conclusions Future research focused on increasing LGBTQ+ participation in physical activity should investigate the effects of (a) reducing proximal LGBTQ+ minority stressors and (b) better supporting LGBTQ+ adults’ autonomy, competence, and relatedness within physical activity contexts.

What Determines Teachers’ Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective

Journal of Education ◽

10.1177/0022057419881171 ◽

2019 ◽

Vol 200 (3) ◽

pp. 185-195 ◽

Cited By ~ 2

Author(s):

W. C. Liu ◽

C. K. John Wang ◽

Johnmarshall Reeve ◽

Ying Hwa Kee ◽

Lit Khoon Chian

Keyword(s):

Autonomous Motivation ◽

Need Satisfaction ◽

Self Determination ◽

Direct Impact ◽

Motivational Strategies ◽

Controlled Motivation ◽

Positive Direct

This study examined the antecedents of teachers’ use of motivational strategies in the classroom using self-determination theory. It was found that teachers’ autonomous causality orientation, perceived job pressure, and perception of student self-determined motivation influenced their need satisfaction. In turn, their need satisfaction had a positive direct impact on autonomous motivation. In addition, teachers’ perception of their students’ self-determined motivation directly predicted teachers’ use of three motivational strategies in the classroom. Finally, their autonomous motivation positively predicted providing instrumental help and support and meaningful rationale, whereas controlled motivation negatively predicted providing instrumental help and support.

Acting One’s Age in Physical Exercise: Do Perceived Age Norms Explain Autonomous Motivation Among Older Adults?

Journal of Aging and Physical Activity ◽

10.1123/japa.2016-0290 ◽

2018 ◽

Vol 26 (4) ◽

pp. 521-529 ◽

Cited By ~ 1

Author(s):

Johan Pelssers ◽

Emalie Hurkmans ◽

Jeroen Scheerder ◽

Norbert Vanbeselaere ◽

Steven Vos ◽

...

Keyword(s):

Older Adults ◽

Social Identity ◽

Autonomous Motivation ◽

Self Determination ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Exercise Participation ◽

The Social ◽

Social Identity Approach

Background: The social identity approach proposes that the more older adults identify with the social group of “older adults,” the more they will conform to what they perceive as being normative exercising for their group. However, so far, it remains unclear why older adults adhere to these norms. Objective: This study evaluated whether perceived exercise norms are associated with higher levels of autonomous motivation according to the self-determination theory and actual exercise participation. Methods: A cross-sectional survey, either by regular mail or online, was conducted among 409 older adults in Flanders (Belgium). Results: Our analyses revealed that older adults who perceived more positive older adult norms for exercising were more autonomously motivated to exercise. In explaining 24% of their exercise motivation, older adults’ perceptions of the exercise norms for older adults predicted 6% of their exercise participation. Conclusion: Our findings suggest that social identity approach and self-determination theory can be meaningfully integrated.

Need Support, Need Satisfaction, Intrinsic Motivation, and Physical Activity Participation among Middle School Students

Journal of Teaching in Physical Education ◽

10.1123/jtpe.30.1.51 ◽

2011 ◽

Vol 30 (1) ◽

pp. 51-68 ◽

Cited By ~ 55

Author(s):

Tao Zhang ◽

Melinda A. Solmon ◽

Maria Kosma ◽

Russell L. Carson ◽

Xiangli Gu

Keyword(s):

Physical Activity ◽

Middle School ◽

Middle School Students ◽

Intrinsic Motivation ◽

Need Satisfaction ◽

Self Determination ◽

School Students ◽

Perceived Need ◽

Using self-determination theory as a framework, the purpose of this study was to test a structural model of hypothesized relationships among perceived need support from physical education teachers (autonomy support, competence support, and relatedness support), psychological need satisfaction (autonomy, competence, and relatedness), intrinsic motivation, and physical activity. Participants were 286 middle school students in the southeastern U.S. They completed previously validated questionnaires assessing their perceived need support from teachers, need satisfaction, intrinsic motivation, and physical activity. The hypothesized model demonstrated a good fit with the data (RMSEA = .08; CFI = .97; NFI = .96; GFI = .96). Need satisfaction and intrinsic motivation mediated the relationship between need support and physical activity. The constructs of perceived autonomy, competence, and relatedness represent the nutriments that facilitate students’ intrinsic motivation and ultimately positively predict students’ physical activity. The findings supported the theoretical tenets of self-determination theory.

Learning in Physical Education: A Self-Determination Theory Perspective

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2017-0067 ◽

2017 ◽

Vol 36 (3) ◽

pp. 277-291 ◽

Cited By ~ 33

Author(s):

Haichun Sun ◽

Weidong Li ◽

Bo Shen

Keyword(s):

Physical Education ◽

Affective Learning ◽

Need Satisfaction ◽

The Self ◽

Self Determination ◽

Future Directions ◽

Learning Domains ◽

Motivational Profiles ◽

The Impact

The purpose of this study was to review the literature relevant to learning in physical education (PE) according to the self-determination theory (SDT). In this literature review, we first provide an overview of SDT. Second, we discuss students’ SDT-related motivational profiles in PE. Third, we illustrate the relationships among students’ perceptions of the nature of an autonomy-supportive or controlling learning environment, need satisfaction, and self-determined motivation. Fourth, we explore the impact of SDT on students’ learning in PE with respect to the cognitive, psychomotor, and affective learning domains. Finally, we articulate the pedagogical implications on the basis of the reviewed SDT research and future directions for SDT research in PE.

Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph16162839 ◽

2019 ◽

Vol 16 (16) ◽

pp. 2839 ◽

Cited By ~ 3

Author(s):

Ángel Abós ◽

Leen Haerens ◽

Javier Sevil-Serrano ◽

Sofie Morbée ◽

José Antonio Julián ◽

...

Keyword(s):

Job Satisfaction ◽

Physical Education ◽

Emotional Exhaustion ◽

Autonomous Motivation ◽

Self Determination ◽

Physical Education Teachers ◽

Motivational Profiles ◽

Level Of Motivation ◽

Adaptive Pattern

Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers’ motivational profiles, using the three forms of motivation. Moreover, differences between the obtained profiles in terms of job satisfaction and emotional exhaustion were examined. A sample of 107 primary school PE teachers participated. Four distinct motivational profiles were identified: “relatively amotivated,” “somewhat motivated,” “autonomous-controlled motivated,” and “relatively autonomously motivated.” Results showed that the predominantly autonomously motivated PE teachers reported the most adaptive pattern of outcomes. Although PE teachers from the “relatively autonomously motivated” group did not differ in terms of job satisfaction when compared to those in the “autonomous-controlled motivated” group, the former displayed lower values of emotional exhaustion. These findings support SDT in that more motivation is not necessarily better if this additional motivation comes from controlled reasons. These results could raise awareness among school stakeholders about the importance of increasing PE teachers’ autonomous motivation.

Student (Dis)Engagement and Need-Supportive Teaching Behavior: A Multi-Informant and Multilevel Approach

Journal of Sport and Exercise Psychology ◽

10.1123/jsep.2014-0150 ◽

2015 ◽

Vol 37 (4) ◽

pp. 353-366 ◽

Cited By ~ 7

Author(s):

Lynn Van den Berghe ◽

Isabel B. Tallir ◽

Greet Cardon ◽

Nathalie Aelterman ◽

Leen Haerens

Keyword(s):

Student Engagement ◽

Physical Education ◽

Self Determination ◽

Future Research ◽

Physical Education Teachers ◽

Teaching Behavior ◽

Need Support ◽

Teachers And Students ◽

Causality Orientations

Starting from self-determination theory, we explored whether student engagement/disengagement relates to teachers’ need support and whether this relationship is moderated by teachers’ causality orientations. A sample of 2004 students situated in 127 classes taught by 33 physical education teachers participated in the study. Both teachers and students reported on students’ (dis)engagement, allowing investigation of the proposed relationships both at the student and teacher level. Most of the variance in need support was at the student level, but there was also between-teacher and between-class variance in need support. Engagement related to more need support, but only at the student level. In total, few moderation effects were found. Teachers with a relatively low controlled orientation were more need supportive when perceiving their students as emotionally and behaviorally engaged. By making teachers aware of these dynamics, automatic responses to student engagement can be better thought out. Recommendations for future research are discussed.