Pealkiri: 

Perceived teaching behaviors and self-determined motivation in physical education: A test of self-determination theory

Autorid: Koka A , Hagger MS
Väljaandja/tellija: Research Quarterly for Exercise and Sport
Märksõnad: õpetajad, füüsiline aktiivsus, koolid, õpilased
Välja antud: 2010
Tüüp: Teaduslik artikkel/kogumik
Viide: Koka A, Hagger MS. Perceived teaching behaviors and self-determined motivation in physical education: A test of self-determination theory. Research Quarterly for Exercise and Sport 2010;81(1):74-86.
Link: http://www.aahperd.org/rc/publications/rqes/upload/TOC_Abstracts-for-Web-_Mar-2010.pdf
Alamvaldkonnad:Füüsiline aktiivsus
Kirjeldus: In the present study, we tested the effects of specific dimensions of perceived teaching behaviors on students' selfdetermined motivation in physical education. In accordance with the tenets of self-determination theory (Deci & Ryan, 1985, 2000), we expected the psychological needs for competence, autonomy, and relatedness would mediate these effects. Secondary school students (N = 498) ages 12-17 years completed measures of perceived teaching behaviors for seven dimensions: (a) democratic behavior, (b) autocratic behavior, (c) teaching and instruction, (d) situation consideration, (e) positive general feedback, (f) positive nonverbal feedback, and (h) negative nonverbal feedback. They also completed measures of perceived satisfaction for competence, autonomy, relatedness, and self-determined motivation. A path-analytic model revealed a positive, indirect effect of perceived positive general feedback on selfdetermined motivation. The effects of perceived autocratic behavior and negative nonverbal feedback were direct and negative, whereas the effects of teaching and instruction and situation consideration were direct and positive. Results suggest that feedback, situation consideration, and teaching and instruction are essential antecedents to self-determined motivation.