The Relation between Physical Education Teachers’ (De-)Motivating Style, Students’ Motivation, and Students’ Physical Activity: A Multilevel Approach
Article
Article Title | The Relation between Physical Education Teachers’ (De-)Motivating Style, Students’ Motivation, and Students’ Physical Activity: A Multilevel Approach |
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ERA Journal ID | 44293 |
Article Category | Article |
Authors | Van Doren, Nele, De Cocker, Katrien, De Clerck, Tom, Vangilbergen, Arwen, Vanderlinde, Ruben and Haerens, Leen |
Journal Title | International Journal of Environmental Research and Public Health |
Journal Citation | 18 (14), pp. 1-17 |
Article Number | 7457 |
Number of Pages | 17 |
Year | 2021 |
Publisher | MDPI AG |
ISSN | 1660-4601 |
1661-7827 | |
Digital Object Identifier (DOI) | https://doi.org/10.3390/ijerph18147457 |
Web Address (URL) | https://www.mdpi.com/1660-4601/18/14/7457 |
Abstract | Research suggests that physical education (PE) teachers can play a crucial role in the promotion of students’ physical activity. Grounded in Self-Determination Theory, this study investigated how students’ perceptions of PE teachers (de-)motivating style relate to students’ device-based physical activity levels during PE. Moreover, it was examined whether students’ motivation plays an intervening role in this relation and whether students’ physical activity differs according to their gender and lesson topic. A sample of 302 secondary school students aged between 11 and 16 years (M = 13.05, SD = 1.04) completed a questionnaire assessing their perceptions of teachers’ (de-)motivating style and their personal motivation toward PE. Students also wore ActiGraph GT3X accelerometers during the PE lesson. Multilevel structural equation modeling revealed that the teachers’ motivating style had a significant positive relation with students’ autonomous motivation, both at the student level and the class level, and teachers’ controlling style had a significant positive relation with students’ controlled motivation and amotivation at both levels. However, in terms of students’ physical activity levels, students’ gender, the lesson topic, and teachers’ controlling style seemed to be more decisive than students’ motivation and teachers’ motivating style. |
Keywords | Controlling style; Gender; Lesson topic; Motivating style; Motivation; Physical activity; Physical education; Self-Determination Theory |
ANZSRC Field of Research 2020 | 3999. Other Education |
PubMed ID | 34299907 |
Funder | Fonds Wetenschappelijk Onderzoek |
Byline Affiliations | Ghent University, Belgium |
https://research.usq.edu.au/item/x900y/the-relation-between-physical-education-teachers-de-motivating-style-students-motivation-and-students-physical-activity-a-multilevel-approach
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