Sport Sciences School of Rio Maior, Polytechnic Institute of Santarém (ESDRM-IPSantarém), Rio Maior, Portugal.
Research Centre in Sports Sciences, Health and Human Development (CIDESD), Vila Real, Portugal.
PLoS One. 2019 May 23;14(5):e0217218. doi: 10.1371/journal.pone.0217218. eCollection 2019.
Self-Determination Theory (SDT) is amongst motivational frameworks the most popular and contemporary approach to human motivation, being applied in the last decades in several domains, including sport, exercise and physical education (PE). Additionally, Achievement Goal Theory (AGT) has presented evidence of how contextual factors may influence student's behavior in this particular context. The main purpose of this study was to analyze the motivational climate created by the teacher in the classroom, students' satisfaction of Basic Psychological Needs (BPN), and how their behavioral regulation could explain PE grades and intention to practice sports in the future.
A total of 618 students (290 female; 328 male) from the 6th to the 9th school level, aged between 10 and 18 years (M = 13.3; SD = 1.7) participated in this study. The following surveys were used for the proposed variables: Learning and Performance Orientations in Physical Education Classes Questionnaire (LAPOPECQ); the Basic Psychological Needs in Exercise Scale (BPNESp); and the Perceived Locus of Causality (PLOCp). Intentions to practice sport/physical activity in the future were assessed through a single item. Students' PE grade was obtained through his/her teacher final assessment. Structural Equation Analysis was performed via AMOS 23.0.
After analyzing modification indices and model adjustment, the final model emerged: learning climate > BPN > autonomous motivation > intentions/PE grade. Results interpretation seems to indicate that i) the satisfaction of BPN are influenced by motivational climate (i.e., learning climate), ii) the individuals' motivation is influenced by the satisfaction of three basic psychological needs (i.e., particularly competence), and iii) the motivational regulations have direct and significant effects with intention to practice sports outside school in the future and PE grades.
DISCUSSION & CONCLUSION: The main results showed that a climate oriented for learning has a positive impact on basic psychological needs satisfaction of students. However, only competence satisfaction had a significant positive relationship with students' autonomous motivation, which in turn had a significant positive relation with PE grade, as well as for intentions for leisure-time sport/physical activity practice.
未加标签：自决理论 (SDT) 是最受欢迎和最现代的人类动机理论框架之一，在过去几十年中已被应用于多个领域，包括运动、锻炼和体育教育 (PE)。此外，成就目标理论 (AGT) 已经证明了情境因素如何影响学生在这一特定情境中的行为。本研究的主要目的是分析课堂上教师营造的激励氛围、学生基本心理需求 (BPN) 的满足程度，以及他们的行为调节如何解释体育成绩和未来参加体育活动的意愿。
共有 618 名来自 6 至 9 年级的学生（女生 290 名，男生 328 名），年龄在 10 至 18 岁之间（M = 13.3，SD = 1.7），参与了这项研究。使用以下问卷测量提出的变量：体育课堂学习与表现取向问卷 (LAPOPECQ)；运动中的基本心理需求量表 (BPNESp)；和感知因果关系 (PLOCp)。未来参加运动/体育活动的意向通过单项评估进行评估。学生的体育成绩是通过他们的老师最终评估获得的。通过 AMOS 23.0 进行结构方程分析。
在分析修正指标和模型调整后，最终模型出现：学习氛围>基本心理需求满足>自主动机>意向/体育成绩。结果解释似乎表明，i)基本心理需求满足受到激励氛围（即学习氛围）的影响，ii)个体的动机受到三种基本心理需求（即能力）满足的影响，iii)动机调节对未来校外参加体育活动的意向和体育成绩有直接且显著的影响。
主要结果表明，以学习为导向的氛围对学生基本心理需求的满足有积极影响。然而，只有能力满足与学生的自主动机有显著的正相关，而自主动机又与体育成绩以及未来闲暇时间参加体育活动的意向有显著的正相关。
