Motivational predictors of learning strategies, participation, exertion, and performance in physical education: A randomized controlled trial

Motivational predictors of learning strategies, participation, exertion, and performance in... Teachers’ support of student autonomy in physical education (PE) is believed to be important for students’ motivation and outcomes in PE. We tested the hypothesis that an intervention designed to help teachers to be more autonomy supportive in teaching their students to use learning strategies (relative to standard teaching) would increase students’ perceived autonomy support from the teachers, perceived competence, autonomous motivation, use of learning strategies and their exertion, participation, and grades in PE over a school year. We also tested a self-determination theory (SDT) process model. Experimental effects of the intervention yielded significant positive effects on changes in perceived autonomy support, learning strategies defined as absorption and effort regulation, as well as for performance (i.e., grades). In testing the SDT process model with SEM, most of the predicted paths were significantly supported. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Motivation and Emotion Springer Journals

Motivational predictors of learning strategies, participation, exertion, and performance in physical education: A randomized controlled trial

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Publisher
Springer Journals
Copyright
Copyright © 2018 by Springer Science+Business Media, LLC, part of Springer Nature
Subject
Psychology; Psychology, general; Personality and Social Psychology; Clinical Psychology
ISSN
0146-7239
eISSN
1573-6644
D.O.I.
10.1007/s11031-018-9694-2
Publisher site
See Article on Publisher Site

Abstract

Teachers’ support of student autonomy in physical education (PE) is believed to be important for students’ motivation and outcomes in PE. We tested the hypothesis that an intervention designed to help teachers to be more autonomy supportive in teaching their students to use learning strategies (relative to standard teaching) would increase students’ perceived autonomy support from the teachers, perceived competence, autonomous motivation, use of learning strategies and their exertion, participation, and grades in PE over a school year. We also tested a self-determination theory (SDT) process model. Experimental effects of the intervention yielded significant positive effects on changes in perceived autonomy support, learning strategies defined as absorption and effort regulation, as well as for performance (i.e., grades). In testing the SDT process model with SEM, most of the predicted paths were significantly supported.

Journal

Motivation and EmotionSpringer Journals

Published: Apr 6, 2018

References

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