Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium.
J Sport Exerc Psychol. 2013 Feb;35(1):3-17. doi: 10.1123/jsep.35.1.3.
According to self-determination theory, teachers can motivate students by supporting their psychological needs for relatedness, competence, and autonomy. The present study complements extant research (most of which relied on self-report measures) by relying on observations of need-supportive teaching in the domain of physical education (PE), which allows for the identification of concrete, real-life examples of how teacher need support manifests in the classroom. Seventy-four different PE lessons were coded for 5-min intervals to assess the occurrence of 21 need-supportive teaching behaviors. Factor analyses provided evidence for four interpretable factors, namely, relatedness support, autonomy support, and two components of structure (structure before and during the activity). Reasonable evidence was obtained for convergence between observed and student perceived need support. Yet, the low interrater reliability for two of the four scales indicates that these scales need further improvement.
根据自我决定理论，教师可以通过支持学生的关联性、能力和自主性这三种心理需求来激发学生的学习动机。本研究通过观察体育教育领域的支持性教学（PE）来补充现有的研究（其中大多数研究依赖于自我报告的测量方法），从而可以确定教师支持需求在课堂上的具体、现实的例子。对 74 节不同的体育课进行了 5 分钟的间隔编码，以评估 21 种支持性教学行为的发生情况。因素分析为四个可解释的因素提供了证据，即关系支持、自主支持以及活动前和活动期间的结构两个组成部分。观察到的和学生感知到的需求支持之间的一致性得到了合理的证据支持。然而，四个量表中的两个量表的评分者间信度较低，表明这些量表需要进一步改进。
