scholarly journals Psychometry of the Multidimensional Perceived Autonomy Support Scale in Physical Education With Spanish Secondary School Students

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824401990125 ◽  
Author(s):  
Rafael Burgueño ◽  
José Macarro-Moreno ◽  
Jesús Medina-Casaubón
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Autonomy Support ◽  
Structural Equation ◽  
Secondary School Students ◽  
Temporal Stability ◽  
Need Satisfaction ◽  
Equation Modeling ◽  
School Students ◽  
Perceived Autonomy Support

This research aimed to adapt and psychometrically examine the Multidimensional Perceived Autonomy Support Scale in Physical Education in the Spanish context. The participants were 560 (264 men and 296 women; Mage = 14.49, SDage = 1.05) physical education secondary school students. The results underpinned a 15-item three-factor correlated model, which was invariant across gender and age. The reliability analysis reflected an acceptable level of internal consistency and temporal stability for each factor. The structural equation modeling showed that perceived cognitive, procedural, and organizational autonomy support predicted positively and significantly basic psychological need satisfaction. The Multidimensional Perceived Autonomy Support Scale in Physical Education is a valid and reliable instrument to multidimensionally measure the secondary school students’ perception of autonomy support from physical education teachers in the Spanish context.

scholarly journals Motivational climate, need satisfaction, self-determined motivation, and accelerometer-measured physical activity among secondary school students in China

2020 ◽  
Author(s):  
Ruzhuan Chen ◽  
Lijuan Wang ◽  
Bingnan Wang ◽  
Yulan Zhou
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Autonomy Support ◽  
Structural Equation ◽  
Secondary School Students ◽  
Vigorous Physical Activity ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
School Students

Abstract Objectives Based on integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e., autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e., autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE). Methods The participants consisted of 1,186 Chinese students aged 11 to 16 years from three secondary schools around Shanghai. An accelerometer was adopted to measure moderate-to-vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e., classroom motivational climate, perceived competence, autonomy, relatedness, self-determined motivation). Structural equation modelling (SEM) was used to analyze the hypothesized relationship. Results A SEM analysis revealed that autonomy support and task-involving climate were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons. Conclusion These findings support a model of motivation that integrate SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

scholarly journals Motivational climate, need satisfaction, self-determined motivation, and accelerometer-measured physical activity among secondary school students in China

2019 ◽  
Author(s):  
Ruzhuan Chen ◽  
Lijuan Wang ◽  
Bingnan Wang ◽  
Yulan Zhou
Keyword(s):  
Physical Activity ◽  
Secondary School ◽  
Autonomy Support ◽  
Structural Equation ◽  
Secondary School Students ◽  
Vigorous Physical Activity ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
School Students

Abstract Objectives Based on integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e., autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e., autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE).Methods The participants consisted of 1,186 Chinese students aged 11 to 16 years from three secondary schools around Shanghai. An accelerometer was adopted to measure moderate-to-vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e., classroom motivational climate, perceived competence, autonomy, relatedness, self-determined motivation). Structural equation modelling (SEM) was used to analyze the hypothesized relationship.Results A SEM analysis revealed that autonomy support and task-involving climate were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons.Conclusion These findings support a model of motivation that integrate SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

scholarly journals Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China

2020 ◽  
Author(s):  
Ruzhuan Chen ◽  
Lijuan Wang ◽  
Bingnan Wang ◽  
Yulan Zhou
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Autonomy Support ◽  
Structural Equation ◽  
Vigorous Physical Activity ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
School Students

Abstract Background: On the basis of the integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e. autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e. autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE). Methods: Participants consisted of 1,186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship.Results: SEM analysis revealed that task-involving climate and autonomy support were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons.Conclusion: These findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

Validity and Reliability of the Interpersonal Behaviors Questionnaire in Physical Education With Spanish Secondary School Students

2020 ◽  
pp. 003151252094828 ◽  
Author(s):  
Rafael Burgueño ◽  
Jesús Medina-Casaubón
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Temporal Stability ◽  
Autonomous Motivation ◽  
Need Satisfaction ◽  
Interpersonal Behavior ◽  
Validity And Reliability ◽  
School Students ◽  
Interpersonal Behaviors

Grounded in Self-Determination Theory, the objective of this study was to adapt the Interpersonal Behaviors Questionnaire (IBQ) to the Spanish physical education (PE) context and to examine its psychometric properties using a sample of Spanish secondary school students. The participants were 478 secondary school students (220 boys and 258 girls; Mage = 14.56, SDage = 1.06) who received two 60-minute compulsory PE classes per week. A confirmatory factor analysis psychometrically underpinned a 24-item six-factor correlated model (i.e. autonomy, competence and relatedness supportive and autonomy, competence and relatedness thwarting behaviors) that was invariant across gender and age. A reliability examination found appropriate levels of internal consistency and temporal stability for the instrument’s six factors. A partial correlation analysis showed that while the three types of need-supportive behaviors from PE teachers were positively correlated with need satisfaction and autonomous motivation; the three types of need-thwarting behaviors from PE teachers were positively correlated with need frustration, controlled motivation and amotivation. Thus, this study showed that the Spanish version of the IBQ is valid and reliable for assessing PE students’ perceptions of the six specific types of interpersonal behavior that may be adopted by PE teachers.

scholarly journals Motivational climate, need satisfaction, self-determined motivation, and physical activity of students in secondary school physical education in China

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Ruzhuan Chen ◽  
Lijuan Wang ◽  
Bingnan Wang ◽  
Yulan Zhou
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Secondary School ◽  
Autonomy Support ◽  
Structural Equation ◽  
Vigorous Physical Activity ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
School Students

Abstract Background On the basis of the integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e. autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e. autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE). Methods Participants consisted of 1186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship. Results SEM analysis revealed that task-involving climate and autonomy support were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons. Conclusion These findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

Examining Maladaptive Functioning in Physical Education: A Psychometric Analysis of the Psychological Need Thwarting Scale Among Spanish Secondary Students

2019 ◽  
Vol 126 (6) ◽  
pp. 1158-1177
Author(s):  
Rafael Burgueño ◽  
Isabel Sánchez-Gallardo ◽  
José Macarro-Moreno ◽  
María-Jesús Lirola ◽  
Jesús Medina-Casaubón
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Secondary School Students ◽  
Intraclass Correlation ◽  
Need Satisfaction ◽  
Equation Modeling ◽  
School Students ◽  
Psychological Need ◽  
Need Frustration ◽  
Need Thwarting

This research aimed to adapt the Psychological Need Thwarting Scale for use in the Spanish physical education (PE) context and to examine its psychometric properties with secondary school students. Participants were 459 secondary school PE students (206 boys and 253 girls, Mage = 15.41, SDage = 1.05). A confirmatory factor analysis supported an 11-item three-factor correlated model that remained invariant across gender and age. Internal consistency analysis showed adequate values for autonomy (α = .79, ρ = .80, average variance extracted [AVE] = .50), competence (α = .85, ρ = .86, AVE = .61), and relatedness (α = .86, ρ = .86, AVE = .68) need frustration. Temporal stability analysis displayed appropriate values for autonomy (intraclass correlation coefficient [ICC] = .81), competence (ICC = .89), and relatedness (ICC = .78) need frustration. Structural equation modeling showed that, while psychological need satisfaction positively predicted autonomous motivation (β = .72, p < .001), psychological need frustration positively predicted controlled motivation (β = .43, p < .001) and amotivation (β = .48, p < .001). The adapted Psychological Need Thwarting Scale was shown to be a valid and reliable measure for assessing psychological need frustration in Spanish secondary school students.

scholarly journals The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students

2020 ◽  
Vol 17 (19) ◽  
pp. 7353
Author(s):  
Julia Zimmermann ◽  
Henri Tilga ◽  
Joachim Bachner ◽  
Yolanda Demetriou
Keyword(s):  
Physical Education ◽  
Measurement Invariance ◽  
Internal Consistency ◽  
Autonomy Support ◽  
Structural Equation ◽  
Criterion Validity ◽  
Equation Modeling ◽  
General Factor ◽  
Positive Effects ◽  
Perceived Autonomy Support

Teachers’ autonomy support (AS) in physical education (PE) has positive effects on students’ affective and behavioral outcomes in PE. Even though the existence of three different dimensions of AS, namely cognitive, organizational and procedural AS has been suggested in educational settings, there is a lack of multidimensional instruments for the assessment of autonomy-supportive teaching in PE. The aim of this study was to validate the German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education (MD-PASS-PE). The sample comprised 1030 students of grades 6 through 10. Internal consistency was used to test the reliability of the assumed subscales. Factorial validity and measurement invariance across gender and age were examined by confirmatory factor analyses. Structural equation modeling was used to evaluate criterion validity. The subscales exhibited acceptable to good internal consistency. The assumed three-factor structure was confirmed within a bi-factor model including a general factor and three specific group factors. Results strongly supported measurement invariance across gender while tentatively suggesting measurement invariance across age. Criterion validity was supported as the MD-PASS-PE explained 15% and 14% of the variance in the constructs of self-efficacy and intrinsic value, respectively. The German MD-PASS-PE provides PE teachers with deeper insights into their autonomy-supportive teaching behavior, helping them to support their students’ autonomy in a holistic way.

Relationships Between Negative Affect and Academic Achievement Among Secondary School Students: The Mediating Effects of Habituated Exercise

2012 ◽  
Vol 9 (7) ◽  
pp. 1012-1019 ◽  
Author(s):  
Hairul A. Hashim ◽  
Golok Freddy ◽  
Ali Rosmatunisah
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Structural Equation Modeling ◽  
Secondary School ◽  
Structural Equation ◽  
Secondary School Students ◽  
Self Determination ◽  
Equation Modeling ◽  
School Students ◽  
Exercise Habit

Background:The current study was undertaken to examine the associations between self-determination, exercise habit, anxiety, depression, stress, and academic achievement among adolescents aged 13 and 14 years in eastern Malaysia.Methods:The sample consisted of 750 secondary school students (mean age = 13.4 years, SD = 0.49). Participants completed self-report measures of exercise behavioral regulation, negative affect, and exercise habit strength. Midyear exam results were used as an indicator of academic performance. Structural equation modeling was used to analyze the data.Results:The results of structural equation modeling revealed a close model fit for the hypothesized model, which indicates that higher levels of self-determination were positively associated with habituated exercise behavior. In turn, exercise habit strength fostered academic achievement and buffered the debilitative effect of stress, depression, and anxiety on student academic performance. The analysis of model invariance revealed a nonsignificant difference between male and female subjects.Conclusion:The findings support the notion that habituated exercise fosters academic performance. In addition, we found that habituated exercise buffers the combined effects of stress, anxiety and depression on academic performance. The finding also supports the roles of self-determination in promoting exercise habituation.

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