Departamento de Ciencias Sociales de la Actividad Física, del Deporte y del Ocio, Facultad de Ciencias de la Actividad Física y del Deporte-INEF, Universidad Politécnica de Madrid, 28040 Madrid, Spain.
Departamento de Educación, Métodos de Investigación y Evaluación, Facultad de Ciencias Sociales y Humanas, Universidad Pontificia Comillas, 28049 Madrid, Spain.
Int J Environ Res Public Health. 2020 Nov 19;17(22):8573. doi: 10.3390/ijerph17228573.
Students' engagement in Physical Education has been linked to several adaptive consequences. Even though the existing literature suggests that perceived autonomy support can predict engagement, research is scarce on how teachers' antecedents might influence this behavioural outcome. This study sought to compare the influence of teachers' basic psychological needs' satisfaction and basic psychological needs' thwarting on students' behavioural engagement and on the relationship between perceived autonomy-support and the students' behavioural engagement. The sample included 29 Physical Education teachers and 644 students who were taught by the participants teachers. Data were collected using both paper and online surveys and they were analysed using multilevel modelling techniques. The results revealed that, while teachers' autonomy satisfaction might be significant in the explanation of students' engagement (β = 0.33, < 0.01), it seems that needs thwarting could be a better predictor of this outcome (β autonomy thwarting = -0.17, < 0.01; β competence thwarting = -0.06, < 0.05). These findings suggest the impact of certain external pressures on teachers' practices which, in turn, might affect students' behavioural outcomes.
学生参与体育教育与多种适应性结果有关。尽管现有文献表明，感知自主性支持可以预测参与度，但关于教师的前因如何影响这种行为结果的研究还很缺乏。本研究旨在比较教师基本心理需求满足和基本心理需求受挫对学生行为参与度的影响，以及感知自主性支持与学生行为参与度之间的关系。样本包括 29 名体育教师和 644 名由参与者教师授课的学生。数据通过纸质和在线调查收集，并使用多层次建模技术进行分析。结果表明，虽然教师的自主性满足感可能对学生的参与度有重要影响（β=0.33， < 0.01），但需求受挫似乎是这一结果更好的预测指标（β自主性受挫=-0.17， < 0.01；β能力受挫=-0.06， < 0.05）。这些发现表明，某些外部压力对教师实践的影响，进而可能会影响学生的行为结果。
