Department of Movement and Sports Sciences, Faculty of Medicine and Health Sciences, Ghent University, 9000 Ghent, Belgium.
Department of Educational Studies, Faculty of Psychology and Educational Sciences, Ghent University, 9000 Ghent, Belgium.
Int J Environ Res Public Health. 2021 Jul 13;18(14):7457. doi: 10.3390/ijerph18147457.
Research suggests that physical education (PE) teachers can play a crucial role in the promotion of students' physical activity. Grounded in Self-Determination Theory, this study investigated how students' perceptions of PE teachers (de-)motivating style relate to students' device-based physical activity levels during PE. Moreover, it was examined whether students' motivation plays an intervening role in this relation and whether students' physical activity differs according to their gender and lesson topic. A sample of 302 secondary school students aged between 11 and 16 years (M = 13.05, SD = 1.04) completed a questionnaire assessing their perceptions of teachers' (de-)motivating style and their personal motivation toward PE. Students also wore ActiGraph GT3X accelerometers during the PE lesson. Multilevel structural equation modeling revealed that the teachers' motivating style had a significant positive relation with students' autonomous motivation, both at the student level and the class level, and teachers' controlling style had a significant positive relation with students' controlled motivation and amotivation at both levels. However, in terms of students' physical activity levels, students' gender, the lesson topic, and teachers' controlling style seemed to be more decisive than students' motivation and teachers' motivating style.
研究表明，体育教师在促进学生身体活动方面可以发挥关键作用。本研究以自我决定理论为基础，探讨了学生对体育教师激励（或抑制）风格的看法与学生在体育课上的基于设备的身体活动水平之间的关系。此外，还研究了学生的动机是否在这种关系中起中介作用，以及学生的身体活动是否因性别和课程主题而异。本研究共招募了 302 名年龄在 11 至 16 岁之间的中学生（M=13.05，SD=1.04），他们完成了一份问卷，评估了他们对教师激励（或抑制）风格的看法以及他们对体育课的个人动机。学生们还在体育课上佩戴了 ActiGraph GT3X 加速度计。多层次结构方程模型显示，教师的激励风格与学生的自主动机呈显著正相关，无论是在学生层面还是班级层面，教师的控制风格与学生的控制动机和无动机也呈显著正相关，而且是在两个层面上。然而，就学生的身体活动水平而言，学生的性别、课程主题和教师的控制风格似乎比学生的动机和教师的激励风格更为重要。
