Title

國小體育教師支持和學生體育課參與動機歷程之關係-應用自我決定理論

Translated Titles

Students' Motivational Processes and Their Relationship to Teacher Support in School Physical Education: A Self-Determination Theory Approach

DOI

10.6497/BSEPT.20090501_(14).0003

Authors

蘇美如(Mei-Zu Su);黃英哲(Ying-Che Huang)

Key Words

基本心理需求 ; 動機 ; 體育課 ; Basic psychological needs ; Motivation ; Physical education

PublicationName

臺灣運動心理學報

Volume or Term/Year and Month of Publication

14期(2009 / 05 / 01)

Page #

33 - 50

Content Language

繁體中文

Chinese Abstract

Purpose: To examine the proposed path model of motivational processes described by self-determination theory (Deci & Ryan, 1985): the influence of the PE teachers' autonomy support, competence support and relatedness support on students' motivation in PE is exerted through the needs for autonomy, competence and relatedness, which in turn influenced students' concentration, enjoyment and preference for challenging tasks. Questionnaires were used to obtained data. Methods: The participant were 595 higher grades students aged 11-14 years from Taipei County。Results: The adequacy of the models tested was analyzed via SEM using Version 7.0 of the statistical program AMOS. Results of the SEM analysis revealed the model was a good fit to the data, χ^2 (262) = 624.70, p<.001; CN=286; RMR= .05; RMSEA= .05; GFI= .92; AGFI= .90; NFI= .93; CFI= .96, showed that (1) perceived PE teachers' autonomy support and competence support was the predictive variables of autonomy and competence (ß= .51, .46, p<.05); perceived PE teachers' relatedness support was the predictive variables of relatedness and competence (ß = .38, .20, p<.05). (2) autonomy, competence and relatedness can predict selfdetermination motivation, competence was the major predictor (ß = .09, .56, .19, p<.05). (3) self-determination motivation can positively predict concentration, enjoyment and preference for challenging tasks (ß = .70, .90, .79, p<.05). (4) the model showed that students who perceived PE teachers' autonomy support, competence support and relatedness support had greater levels of autonomy, competence and relatedness and facilitated self-determination motivation, furthermore experienced concentration, enjoyment and preference for challenging tasks. Conclusion: Physical education teachers in teaching should be used to meet the psychological needs of students of teaching methods in order to enhance self-determination motivation, and have a positive cognitive, affective and behavior.

English Abstract

Purpose: To examine the proposed path model of motivational processes described by self-determination theory (Deci & Ryan, 1985): the influence of the PE teachers' autonomy support, competence support and relatedness support on students' motivation in PE is exerted through the needs for autonomy, competence and relatedness, which in turn influenced students' concentration, enjoyment and preference for challenging tasks. Questionnaires were used to obtained data. Methods: The participant were 595 higher grades students aged 11-14 years from Taipei County。Results: The adequacy of the models tested was analyzed via SEM using Version 7.0 of the statistical program AMOS. Results of the SEM analysis revealed the model was a good fit to the data, χ^2 (262) = 624.70, p<.001; CN=286; RMR= .05; RMSEA= .05; GFI= .92; AGFI= .90; NFI= .93; CFI= .96, showed that (1) perceived PE teachers' autonomy support and competence support was the predictive variables of autonomy and competence (ß= .51, .46, p<.05); perceived PE teachers' relatedness support was the predictive variables of relatedness and competence (ß = .38, .20, p<.05). (2) autonomy, competence and relatedness can predict selfdetermination motivation, competence was the major predictor (ß = .09, .56, .19, p<.05). (3) self-determination motivation can positively predict concentration, enjoyment and preference for challenging tasks (ß = .70, .90, .79, p<.05). (4) the model showed that students who perceived PE teachers' autonomy support, competence support and relatedness support had greater levels of autonomy, competence and relatedness and facilitated self-determination motivation, furthermore experienced concentration, enjoyment and preference for challenging tasks. Conclusion: Physical education teachers in teaching should be used to meet the psychological needs of students of teaching methods in order to enhance self-determination motivation, and have a positive cognitive, affective and behavior.

Topic Category 社會科學 > 心理學
社會科學 > 體育學
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