63 research outputs found
A self-determination theory approach to understanding the antecedents of teachers' motivational strategies in physical education
Physical Education (PE) teachers can influence students’ self-determination through the
motivational strategies that they use. The present study examined how teachers’ reported use
of three motivational strategies (providing a meaningful rationale, providing instrumental
help and support, and gaining an understanding of the students) were predicted by perceived
job pressure, perceptions of student self-determination, and their autonomous orientation,
psychological need satisfaction, and self-determination to teach. Structural equation
modeling supported a model in which perceived job pressure, perceptions of student selfdetermination
and teacher autonomous orientation predicted teacher psychological need
satisfaction, which, in turn positively influenced teacher self-determination. The latter
positively predicted the use of all three strategies. Direct positive effects of teachers’
psychological need satisfaction on the strategies of gaining an understanding of students and
instrumental help and support were also found. In summary, factors that influence teacher
motivation may also indirectly affect their motivational strategies towards students
A self-determination theory approach to understanding the antecedents of teachers' motivational strategies in physical education
Motivational predictors of physical education students' effort, exercise intentions, and leisure-time physical activity:A multilevel linear growth analysis
Autonomy support, basic need satisfaction and the optimal functioning of adult male and female sport participants: A test of basic needs theory
Grounded in Basic Needs Theory (BNT; Ryan and Deci, American Psychologist, 55, 68–78, 2000a), the present study aimed to: (a) test a theoretically-based model of coach autonomy support, motivational processes and well-/ill being among a sample of adult sport participants, (b) discern which basic psychological need(s) mediate the link between autonomy support and well-/ill-being, and (c) explore gender invariance in the hypothesized model. Five hundred and thirty nine participants (Male = 271;Female = 268; Mage = 22.75) completed a multi-section questionnaire tapping the targeted variables. Structural Equation Modeling (SEM) analysis revealed that coach autonomy support predicted participants’ basic need satisfaction for autonomy, competence and relatedness. In turn, basic need satisfaction predicted greater subjective vitality when engaged in sport. Participants with low levels of autonomy were more susceptible to feeling emotionally and physically exhausted from their sport investment. Autonomy and competence partially mediated the path from autonomy support to subjective vitality. Lastly, the results supported partial invariance of the model with respect to gender
The effects of an experimental programme to support students’ autonomy on the overt behaviours of physical education teachers
Although the benefits of autonomy supportive behaviours are now well established in the literature, very few studies have attempted to train teachers to offer a greater autonomy support to their students. In fact, none of these studies has been carried out in physical education (PE). The purpose of this study is to test the effects of an autonomy-supportive training on overt behaviours of teaching among PE teachers. The experimental group included two PE teachers who were first educated on the benefits of an autonomy supportive style and then followed an individualised guidance programme during the 8 lessons of a teaching cycle. Their behaviours were observed and rated along 3 categories (i.e., autonomy supportive, neutral and controlling) and were subsequently compared to those of three teachers who formed the control condition. The results showed that teachers in the experimental group used more autonomy supportive and neutral behaviours than those in the control group, but no difference emerged in relation to controlling behaviours. We discuss the implications for schools of our findings
A Classification of Motivation and Behavior Change Techniques Used in Self-Determination Theory-Based Interventions in Health Contexts
While evidence suggests that interventions based on self-determination theory have efficacy in
motivating adoption and maintenance of health-related behaviors, and in promoting adaptive
psychological outcomes, the motivational techniques that comprise the content of these
interventions have not been comprehensively identified or described. The aim of the present
study was to develop a classification system of the techniques that comprise self-determination
theory interventions, with satisfaction of psychological needs as an organizing principle.
Candidate techniques were identified through a comprehensive review of self-determination
theory interventions and nomination by experts. The study team developed a preliminary list of
candidate techniques accompanied by labels, definitions, and function descriptions of each.
Each technique was aligned with the most closely-related psychological need satisfaction
construct (autonomy, competence, or relatedness). Using an iterative expert consensus
procedure, participating experts (N=18) judged each technique on the preliminary list for
redundancy, essentiality, uniqueness, and the proposed link between the technique and basic
psychological need. The procedure produced a final classification of 21 motivation and
behavior change techniques (MBCTs). Redundancies between final MBCTs against techniques
from existing behavior change technique taxonomies were also checked. The classification
system is the first formal attempt to systematize self-determination theory intervention
techniques. The classification is expected to enhance consistency in descriptions of selfdetermination theory-based interventions in health contexts, and assist in facilitating synthesis
of evidence on interventions based on the theory. The classification is also expected to guide
future efforts to identify, describe, and classify the techniques that comprise self-determination
theory-based interventions in multiple domains
The Effect of a School-Based Intervention on Physical Activity and Well-Being: a Non-Randomised Controlled Trial with Children of Low Socio-Economic Status
Abstract Background Self-determination theory (SDT) has been used to predict children’s physical activity and well-being. However, few school-based SDT intervention studies have been conducted, and no research exists with children of low socio-economic status (SES). Therefore, SDT-derived needs-supportive teaching techniques informed the design and analyses of the Healthy Choices Programme (HCP). The aim was to determine if the HCP could enhance moderate-to-vigorous physical activity (MVPA) and well-being among children of low SES through increasing autonomy-support, needs satisfaction and intrinsic motivation. Method A mixed factorial two (group) × two (time) wait-list controlled trial was conducted and reported using the TREND guidelines. A total of 155 children (56% females; intervention n = 84, control n = 71) took part and completed measures at baseline (week 0) and post-intervention (week 11). The effect of the intervention on MVPA (model 1) and well-being (model 2) was tested through serial mediation models with three mediators (i.e. autonomy-support, needs satisfaction and intrinsic motivation). Results In comparison to the control group, the intervention was related to increases in MVPA (β = .45) and autonomy-support (β = .17). In model 1, analyses revealed partial mediation of the MVPA change through autonomy-support (β = .14), intrinsic motivation (β = .51) and all three SDT mediators in sequence (total r 2  = .34). In model 2, well-being was indirectly enhanced through autonomy-support (β = .38) and autonomy-support and needs satisfaction in sequence (total r 2  = .21). Conclusions The HCP enhanced MVPA and well-being by engendering a needs-supportive physical activity environment. The scientific and practical contribution of this study was the application of SDT in all aspects of the HCP intervention’s design and analyses. Practitioners may consider integrating SDT principles, as implemented in the HCP, for health promotion. Trial Registration This study is registered on Research Registry (number researchregistry2852)
A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions
Teachers’ behavior is a key factor that influences students’ motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain many components. Reliably classifying and labeling those components is essential for implementation, reproducibility, and evidence synthesis. We used an international expert panel (N = 34) to develop this classification system. We started by identifying behaviors from existing literature, then refined labels, descriptions, and examples using the Delphi panel’s input. Next, the panel of experts iteratively rated the relevance of each behavior to SDT, the psychological need that each behavior influenced, and its likely effect on motivation. To create a mutually exclusive and collectively exhaustive list of behaviors, experts nominated overlapping behaviors that were redundant, and suggested new ones missing from the classification. After three rounds, the expert panel agreed upon 57 teacher motivational behaviors (TMBs) that were consistent with SDT. For most behaviors (77%), experts reached consensus on both the most relevant psychological need and influence on motivation. Our classification system provides a comprehensive list of TMBs and consistent terminology in how those behaviors are labeled. Researchers and practitioners designing interventions could use these behaviors to design interventions, to reproduce interventions, to assess whether these behaviors moderate intervention effects, and could focus new research on areas where experts disagreed. (PsycInfo Database Record (c) 2023 APA, all rights reserved
A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions.
Teachers’ behavior is a key factor that influences students’ motivation. Many theoretical models have tried to explain this influence, with one of the most thoroughly researched being self-determination theory (SDT). We used a Delphi method to create a classification of teacher behaviors consistent with SDT. This is useful because SDT-based interventions have been widely used to improve educational outcomes. However, these interventions contain many components. Reliably classifying and labeling those components is essential for implementation, reproducibility, and evidence synthesis.We used an international expert panel (N = 34) to develop this classification system. We started by identifying behaviors from existing literature, then refined labels, descriptions, and examples using the Delphi panel’s input. Next, the panel of experts iteratively rated the relevance of each behavior to SDT, the psychological need that each behavior influenced, and its likely effect on motivation. To create a mutually exclusive and collectively exhaustive list of behaviors, experts nominated overlapping behaviors that were redundant, and suggested new ones missing from the classification. After three rounds, the expert panel agreed upon 57 teacher motivational behaviors (TMBs) that were consistent with SDT. For most behaviors (77%), experts reached consensus on both the most relevant psychological need and influence on motivation. Our classification system provides a comprehensive list of TMBs and consistent terminology in how those behaviors are labeled. Researchers and practitioners designing interventions could use these behaviors to design interventions, to reproduce interventions, to assess whether these behaviors moderate intervention effects, and could focus new research on areas where experts disagreed
A cluster-randomized controlled trial of strategies to increase adolescents’ physical activity and motivation during physical education lessons: the Motivating Active Learning in Physical Education (MALP) trial
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