How is observed (de)motivating teaching associated with student motivation and device-based physical activity during physical education?

IF 2.6 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Nele Van Doren, Sofie Compernolle, Arne Bouten, Leen Haerens, Laura Hesters, Taren Sanders, Maarten Slembrouck, Katrien De Cocker
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Abstract

Previous Self-Determination Theory (SDT) research has highlighted the impact of physical education (PE) teachers’ (de)motivating styles on students’ motivation, in-class moderate-to-vigorous physical activity (MVPA), and sedentary behaviour. However, most studies relied on questionnaires to assess PE teachers’ (de)motivating styles, and the few that used observations focused primarily on one specific (de)motivating style in relation to motivational outcomes, overlooking behavioural outcomes. This study advances SDT-based research by examining associations between PE teachers’ observed (de)motivating styles (i.e. four styles, eight approaches, and 43 behaviours), students’ motivation (i.e. intrinsic motivation, identified regulation, introjected regulation, external regulation, and amotivation), and students’ device-based in-class MVPA and sedentary behaviour. A total of 79 secondary school PE teachers and 885 students participated. One PE lesson per teacher was recorded and (de)motivating styles were rated using the Situation-in-School Physical Education-Coder (SIS-PE-Coder). Students completed an online questionnaire to assess their motivation and wore Actigraph accelerometers to measure in-class MVPA and sedentary behaviour. Linear mixed-effects models, controlling for the lesson topic, and students’ sex and age, revealed that PE teachers’ observed attuning approach related positively and demanding and abandoning approaches related negatively to students’ intrinsic motivation. The demanding approach also related positively to students’ introjected regulation. Notably, the demanding approach showed a dual pathway, negatively relating to intrinsic motivation but positively relating to in-class MVPA. In turn, intrinsic motivation was positively related to in-class MVPA. By relying on observations, the findings suggest that PE teachers can optimize student motivation by being more attuning and less demanding and abandoning.
在体育教学过程中,观察到的(非)激励性教学与学生的积极性和基于设备的体育活动有何关联?
以往的自我决定理论(SDT)研究强调了体育教师的(去)激励风格对学生学习动机、课内中强度体育活动(MVPA)和久坐行为的影响。然而,大多数研究依赖于问卷调查来评估体育教师的(去)激励风格,而少数采用观察法的研究则主要关注与激励结果相关的特定(去)激励风格,而忽视了行为结果。本研究通过观察体育教师的(去)动机风格(即四种风格、八种方法和 43 种行为)、学生的动机(即内在动机、认同调节、内驱力调节、外在调节和非动机)以及学生基于设备的课内 MVPA 和久坐行为之间的关联,推进了基于 SDT 的研究。共有 79 名中学体育教师和 885 名学生参与了这项研究。对每位教师的一节体育课进行了记录,并使用 "学校体育情境编码器"(SIS-PE-Coder)对(去)激励方式进行了评级。学生们填写了一份在线问卷以评估他们的动机,并佩戴 Actigraph 加速计测量课上 MVPA 和久坐行为。线性混合效应模型(控制了课程主题、学生的性别和年龄)显示,体育教师观察到的 "调适 "方法与学生的内在动机呈正相关,而 "要求 "和 "放弃 "方法与学生的内在动机呈负相关。要求型方法还与学生的内省调节能力呈正相关。值得注意的是,要求型方法呈现出双重途径,与内在动机呈负相关,但与课内 MVPA 呈正相关。反过来,内在动机与课内 MVPA 呈正相关。通过观察,研究结果表明,体育教师可以通过更多的关注、更少的要求和放弃来优化学生的学习动机。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
European Physical Education Review
European Physical Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.60
自引率
5.90%
发文量
33
期刊介绍: - Multidisciplinary Approaches: European Physical Education Review brings together contributions from a wide range of disciplines across the natural and social sciences and humanities. It includes theoretical and research-based articles and occasionally devotes Special Issues to major topics and themes within the field. - International Coverage: European Physical Education Review publishes contributions from Europe and all regions of the world, promoting international communication among scholars and professionals.
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