Milton Daniel, Appleton Paul R, Quested Eleanor, Bryant Anna, Duda Joan L
Cardiff Metropolitan University, Cardiff, United Kingdom.
Manchester Metropolitan University, Manchester, United Kingdom.
PLoS One. 2025 Jan 30;20(1):e0316729. doi: 10.1371/journal.pone.0316729. eCollection 2025.
Grounded in Duda's integrated model of the motivational climate, the current study examined the hypothesized mediating role of motivation quality in the relationships between empowering and disempowering teacher-created motivational climates and indicators of quality engagement in secondary school physical education (PE). The hypothesised model was tested cross-sectionally and longitudinally in two separate samples of students. Data were collected via questionnaires measuring the motivational climate, autonomous and controlled motivation and indicators of engagement (enjoyment, concentration and boredom). Cross sectional data collected from 832 students (439 males and 386 females) while longitudinal data stemmed 299 students (166 males and 163 females). All students were from schools in Wales aged between 12 and 15 years. Structural equation modelling was used to test the hypothesised model and the mediating role of autonomous and controlled motivation. The hypothesised model was supported cross-sectionally and longitudinally, indicating that empowering climates positively predicted students' autonomous motivation for PE, whereas disempowering motivational climates positively predicted controlled motivation. In turn, autonomous and controlled motivation positively and negatively predicted indictors of students' engagement in PE in the hypothesised directions. Analyses revealed relationships between empowering and disempowering climates with enjoyment, concentration and boredom were indirect via autonomous and controlled motivation. In summary, results support the role of autonomous and controlled motivation in the differential relationships between empowering and disempowering motivational climates and indicators of the quality of student engagement. The findings suggest that targeted professional learning opportunities for PE teachers are needed which facilitate more empowering climates and reducing disempowering strategies.
基于杜达的动机氛围综合模型，本研究考察了动机质量在增强和削弱教师营造的动机氛围与中学体育（PE）中高质量参与指标之间关系中的假设中介作用。在两个独立的学生样本中对假设模型进行了横断面和纵向测试。通过问卷调查收集数据，测量动机氛围、自主和受控动机以及参与指标（享受、专注和无聊）。横断面数据来自832名学生（439名男生和386名女生），纵向数据来自299名学生（166名男生和163名女生）。所有学生均来自威尔士年龄在12至15岁之间的学校。采用结构方程模型来检验假设模型以及自主和受控动机的中介作用。假设模型在横断面和纵向上均得到支持，表明增强型氛围正向预测学生对体育的自主动机，而削弱型动机氛围正向预测受控动机。反过来，自主和受控动机分别正向和负向预测学生在体育中参与情况的假设指标。分析表明，增强和削弱型氛围与享受、专注和无聊之间的关系是通过自主和受控动机间接产生的。总之，结果支持了自主和受控动机在增强和削弱型动机氛围与学生参与质量指标之间的差异关系中的作用。研究结果表明，需要为体育教师提供有针对性的专业学习机会，以促进更具增强作用的氛围并减少削弱性策略。
