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通过自主支持的激励方式发展中学阶段的能力。

Development of competencies in secondary education through the motivational style of autonomy support.

机构信息

Deporte y salud, Universidad Miguel Hernandez de Elche, Elche, Valencian Community, 03202, Spain.

Educación, Universitat d'Alacant, Alicante, Valencian Community, 03690, Spain.

出版信息

F1000Res. 2024 Mar 7;13:159. doi: 10.12688/f1000research.144919.1. eCollection 2024.

DOI:10.12688/f1000research.144919.1
PMID:39246822
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11380078/
Abstract

BACKGROUND

The aim of the study was to test the effect of a meta-disciplinary intervention based on the motivational style of autonomy support on the development of competencies in secondary school students. It was carried out by means of a quasi-experimental design and lasted for three months.

METHODS

A total of 62 students between the ages of 12 and 16 (M = 13.61; SD = 1.16) participated, with 33 in the experimental group and 29 in the control group, along with 12 teachers (7 in the intervention group and 5 in the control group). The study measured teaching motivational style, satisfaction of basic psychological needs, motivation, and key competencies.

RESULTS

The results demonstrate improvements in the autonomy-supportive motivational style, satisfaction of the basic psychological need for autonomy, autonomous motivation, and competencies in the experimental group, while the control group exhibited an increase in the chaos style.

CONCLUSIONS

These findings reveal the positive impact of the supportive motivational style on the development of key competencies establishing it as an active, valid, and reliable methodology to motivate secondary school students.

摘要

背景

本研究旨在测试基于自主支持动机风格的元学科干预对中学生能力发展的影响。研究采用准实验设计，持续三个月。

方法

共有 62 名 12 至 16 岁的学生（M=13.61，SD=1.16）参与了研究，其中实验组 33 人，对照组 29 人，同时还有 12 名教师（实验组 7 人，对照组 5 人）。研究测量了教学动机风格、基本心理需求满足、动机和关键能力。

结果

结果表明实验组的自主支持动机风格、自主基本心理需求满足度、自主动机和能力均有所提高，而对照组则表现出混乱风格的增加。

结论

这些发现揭示了支持性动机风格对关键能力发展的积极影响，确立了它作为一种积极、有效和可靠的方法来激励中学生。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/62c5/11380078/d995f8d7037b/f1000research-13-158786-g0000.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/62c5/11380078/d995f8d7037b/f1000research-13-158786-g0000.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/62c5/11380078/d995f8d7037b/f1000research-13-158786-g0000.jpg

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The effect of perceived teachers' interpersonal behavior on students' learning in physical education: a systematic review.体育教学中教师感知到的人际行为对学生学习的影响：一项系统综述
Front Psychol. 2023 Aug 29;14:1233556. doi: 10.3389/fpsyg.2023.1233556. eCollection 2023.
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Toward the Role of Teacher Empathy in Students' Engagement in English Language Classes.论教师同理心在学生参与英语课堂中的作用。
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Proposal for Modeling Motivational Strategies for Autonomy Support in Physical Education.
体育教育中自主性支持动机策略建模的建议。
Int J Environ Res Public Health. 2021 Jul 20;18(14):7717. doi: 10.3390/ijerph18147717.
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Adopting the Situation in School Questionnaire to Examine Physical Education Teachers' Motivating and Demotivating Styles Using a Circumplex Approach.采用《学校情境问卷》，运用环式模型考察体育教师的激励与减损风格。
Int J Environ Res Public Health. 2021 Jul 9;18(14):7342. doi: 10.3390/ijerph18147342.
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University Teachers' Teaching Style and Their Students' Agentic Engagement in EFL Learning in China: A Self-Determination Theory and Achievement Goal Theory Integrated Perspective.中国大学教师教学风格及其学生在外语学习中的自主参与：自我决定理论与成就目标理论的综合视角
Front Psychol. 2021 Jun 10;12:704269. doi: 10.3389/fpsyg.2021.704269. eCollection 2021.
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Effects of a School-Based Intervention on Motivation for Out-of-School Physical Activity Participation.基于学校的干预对校外体育活动参与动机的影响。
Res Q Exerc Sport. 2021 Sep;92(3):477-491. doi: 10.1080/02701367.2020.1751029. Epub 2020 Jul 9.
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Influence of Teaching Style on Physical Education Adolescents' Motivation and Health-Related Lifestyle.教学风格对体育青少年动机和健康相关生活方式的影响。
Nutrients. 2019 Oct 29;11(11):2594. doi: 10.3390/nu11112594.
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The effects of experimentally induced choice on elementary school children's intrinsic motivation: The moderating role of indecisiveness and teacher-student relatedness.实验诱发选择对小学生内在动机的影响：犹豫不决和师生关系的调节作用。
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PLoS One. 2019 May 20;14(5):e0216609. doi: 10.1371/journal.pone.0216609. eCollection 2019.
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Front Psychol. 2019 Mar 27;10:612. doi: 10.3389/fpsyg.2019.00612. eCollection 2019.