scholarly journals Preventing Procrastination Behaviours: Teaching Styles and Competence in University Students

2020 ◽  
Vol 12 (6) ◽  
pp. 2448 ◽  
Author(s):  
Nuria Codina ◽  
Isabel Castillo ◽  
José V Pestana ◽  
Isabel Balaguer
Keyword(s):  
University Students ◽  
Teaching Style ◽  
Teaching Styles ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
The Self ◽  
Self Determination ◽  
Negatively Associated ◽  
The Relationship

Based on the self-determination theory, this study examines the relationship between students’ perceptions of their teachers’ teaching styles, satisfaction of the need for competence, and procrastination behaviours in university students. The sample was composed of 675 university students (442 men, 279 women; 4 did not indicate gender, Mage = 19.81 ± 2.26 years old), who completed the questionnaires assessing the variables of interest. The perception of an autonomy-supportive teaching style was positively associated with the satisfaction of the need for competence, in contrast to the perception of a controlling style. Satisfaction of the need for competence was also negatively related to procrastination behaviours. Likewise, the perception of a controlling teaching style was indirectly and positively associated—through competence need satisfaction—with procrastination; in addition, the perception of an autonomy supportive teaching style was negatively associated with procrastination. The model tested defends the importance of perceiving a high autonomy-supportive teaching style and a low controlling teaching style to avoid procrastination behaviours, with these relationships being mediated by the satisfaction of the student’s need for competence.

Learning in Physical Education: A Self-Determination Theory Perspective

2017 ◽  
Vol 36 (3) ◽  
pp. 277-291 ◽  
Author(s):  
Haichun Sun ◽  
Weidong Li ◽  
Bo Shen
Keyword(s):  
Physical Education ◽  
Affective Learning ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
The Self ◽  
Self Determination ◽  
Future Directions ◽  
Learning Domains ◽  
Motivational Profiles ◽  
The Impact

The purpose of this study was to review the literature relevant to learning in physical education (PE) according to the self-determination theory (SDT). In this literature review, we first provide an overview of SDT. Second, we discuss students’ SDT-related motivational profiles in PE. Third, we illustrate the relationships among students’ perceptions of the nature of an autonomy-supportive or controlling learning environment, need satisfaction, and self-determined motivation. Fourth, we explore the impact of SDT on students’ learning in PE with respect to the cognitive, psychomotor, and affective learning domains. Finally, we articulate the pedagogical implications on the basis of the reviewed SDT research and future directions for SDT research in PE.

scholarly journals THE RELATIONSHIP BETWEEN THE TEACHING STYLE OF SWIMMING COACHES AND THEIR ATHLETES’ MOTIVATION FOR SPORT

2021 ◽  
Vol 4 ◽  
pp. 439-447
Author(s):  
Danguole Razmaite ◽  
Lauras Grajauskas
Keyword(s):  
Teaching Methods ◽  
Teaching Style ◽  
Teaching Styles ◽  
Self Determination Theory ◽  
Young Athletes ◽  
Research Hypothesis ◽  
The One ◽  
Education Science ◽  
Sport Motivation Scale ◽  
The Relationship

The paper presents a research dealing with one of the most relevant problems in sports education science, the coach’s influence on young athletes’ motivation. The aim of the research is to investigate the correlations between manifestation of the teaching style applied by coaches and motivation of their athletes for sport. The research raises a hypothesis that the teaching styles applied by coaches may be related to the motivation for sport in the athletes being trained. The research is based on the provisions of reproductive and productive teaching methods as well as the self-determination theory. The research involved 14–18-year-old swimmers and their coaches. Two questionnaires have been employed: description of the teaching style (Curtner-Smith et al., 2001; Hein et al., 2012) and sport motivation scale (SMS–II; Pelletier et al., 2013). Referring to the responses in relation to manifestation of the teaching style, the coaches have been divided into three groups. The one factor analysis of variance (ANOVA) was applied to test the research hypothesis. The research hypothesis was proven only partly. It was found that application of different teaching styles may have had effect on young athletes’ external motivation only. It can be substantiated that the teaching style employed by swimming coaches and related both reproductive and reproductive teaching methods have no significant effect on young athletes’ intrinsic motivation for sport in the coaching practise. 

scholarly journals Antecedents of Perceived Coach Interpersonal Behaviors: The Coaching Environment and Coach Psychological Well- and Ill-Being

2012 ◽  
Vol 34 (4) ◽  
pp. 481-502 ◽  
Author(s):  
Juliette Stebbings ◽  
Ian M. Taylor ◽  
Christopher M. Spray ◽  
Nikos Ntoumanis
Keyword(s):  
Well Being ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Work Life ◽  
The Self ◽  
Self Determination ◽  
Interpersonal Behavior ◽  
Equation Modeling ◽  
Work Life Conflict

Embedded in the self-determination theory (Deci & Ryan, 2000) framework, we obtained self-report data from 418 paid and voluntary coaches from a variety of sports and competitive levels with the aim of exploring potential antecedents of coaches’ perceived autonomy supportive and controlling behaviors. Controlling for socially desirable responses, structural equation modeling revealed that greater job security and opportunities for professional development, and lower work–life conflict were associated with psychological need satisfaction, which, in turn, was related to an adaptive process of psychological well-being and perceived autonomy support toward athletes. In contrast, higher work–life conflict and fewer opportunities for development were associated with a distinct maladaptive process of thwarted psychological needs, psychological ill-being, and perceived controlling interpersonal behavior. The results highlight how the coaching context may impact upon coaches’ psychological health and their interpersonal behavior toward athletes. Moreover, evidence is provided for the independence of adaptive and maladaptive processes within the self-determination theory paradigm.

scholarly journals The Dark Side of the Self-Determination Theory and Its Influence on the Emotional and Cognitive Processes of Students in Physical Education

2019 ◽  
Vol 16 (22) ◽  
pp. 4444 ◽  
Author(s):  
Trigueros ◽  
Aguilar-Parra ◽  
López-Liria ◽  
Rocamora
Keyword(s):  
Emotional Intelligence ◽  
Physical Education ◽  
Young People ◽  
Teaching Style ◽  
Cognitive Strategies ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Dark Side

Amongst the main objectives of physical education (PE) classes is the consolidation of healthy lifestyle habits in young people and adolescents. Nonetheless, these classes can also provide the basis from which adverse experiences are generated which affect students’ perceptions of these classes. Previously conducted studies have focused on motivational processes and not on emotional processes, nor on the way in which students learn. The objective of the present study was to explore the dark side of the self-determination theory, its influence on emotional intelligence and the meta-cognitive strategies of students. Methodology: A total of 1602 young people undertaking secondary education participated, with self-reported ages between 13 and 19 years. The following questionnaires were utilized: Controlling Coach Behaviors Scale, Frustration of Psychological Needs in PE classes Scale, Emotional Intelligence in PE Scale and Motivated Strategies for Learning Questionnaire. A structural equation model was developed which explained causal associations between the study variables. Results: Psychological control positively predicted each one of the sub-factors of frustration of psychological needs. Frustration of psychological needs negatively predicted emotional intelligence. Finally, emotional intelligence positively predicted meta-cognitive thinking. Conclusions: The influence and importance of the teaching style adopted by teachers is indicated, in addition to the effect of students’ psychological experiences on emotions and learning strategies.

scholarly journals Catch Them All: Exploring the Psychological Impact of Playing Pokémon Go

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Ruoxu Wang ◽  
Mu Wu
Keyword(s):  
Sense Of Community ◽  
Psychological Impact ◽  
Well Being ◽  
Self Determination Theory ◽  
The Self ◽  
Self Determination ◽  
Psychological Well Being ◽  
Special Items ◽  
Pokémon Go ◽  
The Relationship

Using the self-determination theory, this study examined the relationship between seven Pokémon GO features and three psychological outcomes – sense of community, sense of companionship, and psychological well-being. Results showed frequency of collecting Pokémon, customizing Pokémon, performing gym related activities, purchasing special items, and taking pictures with the Pokémon led to increased sense of community, sense of companionship, and psychological well-being. In addition, sense of community and sense of companionship mediated the relationship between frequency of using these five Pokémon GO features and psychological well- being respectively.

scholarly journals The Relationship Between the Models of Sport Commitment and Self-Determination among Adolescent Athletes

2019 ◽  
Vol 59 (2) ◽  
pp. 79-95
Author(s):  
Tamás Berki ◽  
Bettina F. Piko ◽  
Randy M. Page
Keyword(s):  
Social Support ◽  
Self Determination Theory ◽  
The Self ◽  
Self Determination ◽  
Adolescent Athletes ◽  
Sport Commitment ◽  
Personal Investment ◽  
Sport Motivation Scale ◽  
The Relationship ◽  
Hungarian Version

Summary This study examined the relationship between the Sport Commitment Model and the Self-Determination Theory. The participants were 214 adolescent athletes who completed the Hungarian version of the Sport Commitment Questionnaire-2 and the Hungarian version of the Sport Motivation Scale. Several commitment sources predicted SMS scores as well. Amotivation was predicted by the obligatory reason for commitment such as Personal Investment-Loss and Other Priorities. External Regulation was predicted by Social factors of commitment. Introjected Regulation was determined by Desire to Excel-Mastery and Personal Investment-Loss. Identified Regulation was explained by Desire to Excel-Mastery, Valuable Opportunities, and Personal Investment-Loss. Integrated Regulation was explained with Valuable Opportunities, Desire to Excel-Mastery, Personal Investment-Loss and Social Support-Informal. The Intrinsic Motivation subscale was significantly predicted by Desire to Excel-Mastery, Personal Investment-Loss, Sport Enjoyment and Social Support-Informal. As we see the types of commitment showed a clear association with SMS, however the commitment sources showed a complex relationship with self-determination, thus it is hard to separate them on the Self-determination continuum.

scholarly journals The correlation between need satisfaction and learning motivation: A self-determination theory perspective

2017 ◽  
Vol 9 (1) ◽  
pp. 319-329 ◽  
Author(s):  
HU Ping-ying
Keyword(s):  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Learning Motivation ◽  
Self Determination ◽  
Confirmatory Factor ◽  
Negative Effect ◽  
The Relationship

Abstract   To examine the relationship between need satisfaction and learning motivation, a survey was conducted in an engineering college in China. Collected data were processed and analyzed via SPSS software; then a confirmatory factor analysis was performed with SEM method. Outcomes of the research indicated that: 1) satisfaction of autonomy and relatedness contributed to autonomous motivation; 2) satisfaction of competence and relatedness helped shift controlled motivation to autonomous motivation; 3) unexpectedly, satisfaction of competence had negative effect on autonomous regulation, as did satisfaction of autonomy on controlled regulation. The outcomes imply that learners’ psychological needs should be satisfied according to their pre-existing types of motivation, and that studies on motivation based on Self-determination Theory (SDT) should take cultural factors into consideration Keywords: SDT, basic psychological needs, self-determined motivation, correlation  

Autonomy support and need satisfaction in prevocational programs on care farms: The self-determination theory perspective

Work ◽  
2015 ◽  
Vol 53 (1) ◽  
pp. 73-85 ◽  
Author(s):  
Lina H. Ellingsen-Dalskau ◽  
Margrete Morken ◽  
Bente Berget ◽  
Ingeborg Pedersen
Keyword(s):  
Autonomy Support ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
The Self ◽  
Self Determination
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