从细粒度指导性方法探索（去）激励教学概况：学生需求经验的差异

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-03-24 DOI:10.1016/j.tate.2025.105003

Sergio Diloy-Peña , Luis García-González , Leen Haerens , Katrien De Cocker , Rafael Burgueño , Ángel Abós

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引用次数: 0

摘要

目的是研究如何将结构和控制方法（高指向性）与自主支持和混乱方法（低指向性）结合起来，并与学生的体育需求相关联。本横断面研究以1124名中学生为样本，分别对高指向性和低指向性进行了两组剖面分析。潜在特征分析（LPA）揭示了四种高指向性特征，在需求经验方面，“非常高结构-非常高控制”是最适应的，“低结构-低控制”是最不适应的。发现了四种低指导性特征，其中“非常高的自主性支持-非常低的混乱”是最适应的，“低自主性支持-中度混乱”是最不适应的。

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Exploring (de-)motivating teaching profiles from a fine-grained directiveness approach: Differences in students’ need-based experiences

The aim was to examine how structuring and controlling approaches (high directiveness), and autonomy-supportive and chaotic approaches (low directiveness) were combined and related to students’ needs in physical education. In a sample of 1124 secondary school students, this cross-sectional study conducted two sets of profile analyses, respectively for high and low directiveness, were conducted. The latent profile analyses (LPA) revealed four high-directiveness profiles, with “very high structure-very high control” being the most adaptive and “low structure–low control” the most maladaptive in terms of need-based experiences. Four low directiveness profiles were identified, with “very high autonomy support-very low chaos” being the most adaptive and “low autonomy support-moderate chaos” the most maladaptive.

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.