运动教育模式对青少年学生基本心理需求和内在动机的年龄效应：系统评价和荟萃分析。

Age-effects of sport education model on basic psychological needs and intrinsic motivation of adolescent students: A systematic review and meta-analysis.

机构信息

Digitalized Performance Training Laboratory, Guangzhou Sport University, Guangzhou, Guangdong, China.

Suzhou Gaobo Software Technology Vocational College, Suzhou, Jiangsu, China.

出版信息

PLoS One. 2024 May 16;19(5):e0297878. doi: 10.1371/journal.pone.0297878. eCollection 2024.

DOI:10.1371/journal.pone.0297878

PMID:38753621

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11098338/

Abstract

OBJECTIVE

This study explores the age effects of the sport education model(SEM) on the impact of basic psychological needs (autonomy, competence, relatedness) and intrinsic motivation (interest, enjoyment, satisfaction) among adolescent students.

METHOD

Retrieval of relevant literature from PubMed, Web of Science, Scopus, and China National Knowledge Infrastructure (CNKI). The search period ranged from the starting year to January 7, 2024. Subsequently, literature screening, data extraction, and quality assessment will be conducted, and data analysis will be performed using "Review Manager 5.4" software.

RESULT

Overall, SEM has a positive and statistically significant impact on the basic psychological needs (MD = 0.36,95% CI [0.22, 0.50]) and intrinsic motivation (MD = 0.75, 95% CI [0.58, 0.93]) of adolescent students (P<0.01). Subgroup analysis revealed age effects on the impact of SEM on the basic psychological needs of adolescent students: pre-peak height velocity (PRE-PHV) (MD = 0.39, 95% CI [0.23, 0.56], I2 = 45%, P<0.01), mid-peak height velocity (MID-PHV) (MD = 0.22, 95% CI [0.01, 0.42], I2 = 82%, P<0.05), post-peak height velocity (POST-PHV) (MD = 1.27, 95% CI [0.79, 1.74], I2 = 0%, P<0.01). Similarly, age effects were found for intrinsic motivation: MID-PHV (MD = 0.86, 95% CI [0.62, 1.11], I2 = 68%, P<0.01), POST-PHV (MD = 0.56, 95% CI [0.40, 0.72], I2 = 0%, P<0.01).

CONCLUSION

The SEM is an effective approach to enhancing the basic psychological needs and intrinsic motivation of adolescent students. However, it exhibits age effects among students at different developmental stages. Specifically, in terms of enhancing basic psychological needs, the model has the greatest impact on POST-PHV students, followed by PRE-PHV students, while the improvement effect is relatively lower for MID-PHV students. The enhancement effect on intrinsic motivation diminishes with increasing age.

摘要

目的

本研究探讨了运动教育模式（SEM）对青少年学生基本心理需求（自主性、能力感、关联性）和内在动机（兴趣、享受、满足感）的年龄效应。

方法

从 PubMed、Web of Science、Scopus 和中国知网（CNKI）中检索相关文献。检索时间范围为起始年份至 2024 年 1 月 7 日。随后，进行文献筛选、数据提取和质量评估，并使用“Review Manager 5.4”软件进行数据分析。

结果

总体而言，SEM 对青少年学生的基本心理需求（MD = 0.36，95%CI [0.22, 0.50]）和内在动机（MD = 0.75，95%CI [0.58, 0.93]）有积极且具有统计学意义的影响（P<0.01）。亚组分析显示，SEM 对青少年学生基本心理需求的影响存在年龄效应：生长高峰期前（PRE-PHV）（MD = 0.39，95%CI [0.23, 0.56]，I2 = 45%，P<0.01）、生长高峰期中期（MID-PHV）（MD = 0.22，95%CI [0.01, 0.42]，I2 = 82%，P<0.05）和生长高峰期后（POST-PHV）（MD = 1.27，95%CI [0.79, 1.74]，I2 = 0%，P<0.01）。同样，内在动机也存在年龄效应：MID-PHV（MD = 0.86，95%CI [0.62, 1.11]，I2 = 68%，P<0.01）和 POST-PHV（MD = 0.56，95%CI [0.40, 0.72]，I2 = 0%，P<0.01）。

结论

SEM 是一种增强青少年学生基本心理需求和内在动机的有效方法。然而，它在不同发展阶段的学生中表现出年龄效应。具体而言，在增强基本心理需求方面，该模式对 POST-PHV 学生的影响最大，其次是 PRE-PHV 学生，而对 MID-PHV 学生的改善效果相对较低。内在动机的增强效果随着年龄的增长而减弱。