Professorship of Educational Science in Sport and Health, Department of Sport and Health Sciences, Technical University of Munich, 80992 Munich, Germany.
Institute of Sport Science and Physiotherapy, Faculty of Medicine, University of Tartu, 50411 Tartu, Estonia.
Int J Environ Res Public Health. 2021 Apr 10;18(8):3987. doi: 10.3390/ijerph18083987.
Analyzing students' emotional experience in physical education (PE) is of crucial importance as it may fill an important gap in research examining the role of PE for students' leisure-time physical activity (PA). Based on the control-value theory of achievement emotions, the purpose of this study was to test the assumption that multi-dimensional autonomy support of the PE teacher may affect students' leisure-time PA via their appraisals of control and value and achievement emotions experienced in PE. Variance-based structural equation modelling was used to test the proposed model in a sample of 1030 students aged between 11 and 18 years (M = 13.4, SD = 1.48) stemming from schools with the lowest educational level among secondary schools in Germany. The results indicated that in particular cognitive autonomy support positively predicted students' self-efficacy and intrinsic value. Whereas appraisals of self-efficacy were negatively related to the experience of anxiety, intrinsic value was a major positive predictor of enjoyment. Enjoyment, in turn, was of substantial relevance for leisure-time PA. The findings offer a meaningful contribution in understanding students' emotional experiences and remind PE teachers of their opportunity to adopt an autonomy-supportive teaching style to positively influence the emotions of their students.
分析学生在体育教育（PE）中的情感体验至关重要，因为这可能填补了研究中一个重要的空白，即研究体育教育对学生闲暇时间体育活动（PA）的作用。基于成就情绪的控制-价值理论，本研究旨在检验假设，即体育教师的多维自主支持可能会通过学生在体育教育中对控制和价值的评价以及体验到的成就情绪来影响他们的闲暇时间 PA。本研究使用基于方差的结构方程模型，在德国中学中教育水平最低的学校中抽取的 1030 名年龄在 11 至 18 岁之间的学生（M = 13.4，SD = 1.48）样本中测试了所提出的模型。结果表明，特别是认知自主支持正向预测了学生的自我效能感和内在价值。而自我效能感的评价与焦虑体验呈负相关，内在价值是享受的主要正向预测因素。反过来，享受对闲暇时间 PA 具有重要意义。这些发现为理解学生的情感体验提供了有意义的贡献，并提醒体育教师有机会采用自主支持的教学风格，积极影响学生的情绪。
