The roles of need-supportive social environments in university physical education courses.
It is well documented that the physical activity levels of young adults have declined below the recommended guidelines on health. Since positive experiences in physical education (PE) could influence individuals to adopt physically active lifestyles, studying different motivation types (motivational...
| Publicado en: | International Journal of Sport & Exercise Psychology Vol. 17; no. 3; pp. 212 - 232 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
May2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=136782851&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 136782851 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 1612197X UXG jtl: International Journal of Sport & Exercise Psychology issn: 1612197X maglogo: N pubinfo: dt: May2019 vid: 17 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 136782851 10.1080/1612197X.2017.1339727 ppf: 212 ppct: 20 formats: fmt: – @attributes: type: T – @attributes: type: P size: 770KB tig: atl: The roles of need-supportive social environments in university physical education courses. aug: au: Chu, Tsz Lun (Alan) Zhang, Tao Cheung, Hoi Yan affil: Department of Kinesiology, Health Promotion and Recreation, 1155 Union Circle #310769, University of North Texas, Denton, TX76203-5017, USA Faculty of Education, University of Macau, Room 2027, E33, Av. da Universidade, Taipa, Macau, People's Republic of China su: Social context Self-determination theory Physical activity Physical education Group work in education sug: subj: Social context Self-determination theory Sports and Recreation Instruction Physical activity Physical education Group work in education keyword: motivational regulations multiple mediation physical education social environments university students motivational regulations multiple mediation physical education social environments university students ab: It is well documented that the physical activity levels of young adults have declined below the recommended guidelines on health. Since positive experiences in physical education (PE) could influence individuals to adopt physically active lifestyles, studying different motivation types (motivational regulations) in university PE is warranted. Guided by the self-determination theory (SDT), the main purpose of the present study was to investigate the differential relationships among social environments (i.e. autonomy support, self-reference, and cooperative learning), basic psychological needs (i.e. autonomy, competence, and relatedness), and motivational regulations in university PE courses. Hong Kong university students (N = 219) aged 18–26 completed questionnaires that assessed the SDT variables in PE and exercise behaviours. Multiple mediation analyses showed that all three social environments had positive indirect effects on intrinsic motivation and identified regulation through all three psychological needs, except for indirect effects of autonomy support through autonomy. Moreover, autonomy support had a positive indirect effect on introjected regulation through relatedness, and cooperative learning had a negative indirect effect on amotivation through autonomy. Overall, relatedness was the strongest mediator. Finally, intrinsic motivation and identified regulation were positively associated with enjoyment and intention for future participation in the PE activity. The results are consistent with SDT assumptions and expand the literature on the differential effects of social environments on motivational regulations in university PE. Implications on teaching strategies and future studies are discussed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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