期刊
JOURNAL OF SPORT & EXERCISE PSYCHOLOGY
卷 34, 期 4, 页码 457-480出版社
HUMAN KINETICS PUBL INC
DOI: 10.1123/jsep.34.4.457
关键词
self-determination theory; physical education; adolescence; physical activity; motivation; engagement
资金
- Flemish Research Foundation [G.0234.10]
Despite evidence for the utility of self-determination theory in physical education, few studies used objective indicators of physical activity and mapped out between-class, relative to between-student, differences in physical activity. This study investigated whether moderate-to-vigorous physical activity (MVPA) and rated collective engagement in physical education were associated with autonomous motivation, controlled motivation, and amotivation at the between-class and between-student levels. Participants were 739 pupils (46.3% boys, M-age = 14.36 +/- 1.94) from 46 secondary school classes in Flanders (Belgium). Multilevel analyses indicated that 37% and 63% of the variance in MVPA was explained by between-student and between-class differences, respectively. Students' personal autonomous motivation related positively to MVPA. Average autonomous class motivation was positively related to between-class variation in MVPA and collective engagement. Average controlled class motivation and average class amotivation were negatively associated with collective engagement. The findings are discussed in light of self-determination theory's emphasis on quality of motivation.
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