Perceived teachers’ behavior and students’ engagement in physical education: the mediating role of basic psychological needs and self-determined motivation

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buir.contributor.authorMouratidis, Athanasios
buir.contributor.orcidMouratidis, Athanasios|0000-0003-0325-8077
dc.citation.epage76en_US
dc.citation.issueNumber1
dc.citation.spage59en_US
dc.citation.volumeNumber27
dc.contributor.authorLeo, F. M.
dc.contributor.authorMouratidis, Athanasios
dc.contributor.authorPulido, J. J.
dc.contributor.authorLopez-Gajardo, M. A.
dc.contributor.authorSanchez-Oliva, D.
dc.date.accessioned2021-03-08T13:16:35Z
dc.date.available2021-03-08T13:16:35Z
dc.date.issued2020-11-26
dc.departmentDepartment of Psychologyen_US
dc.description.abstractBackground: Although several studies that rely on self-determination theory have shown the positive interrelations among perceived need supportive learning environment, needs satisfaction, quality of motivation, and desired outcomes in the context of physical education, only few studies have tested so far the full sequence of relations within a single integrated model. Purpose: The main aim of this study was to test whether indeed needs satisfaction and in turn quality of motivation mediate the relations of need supportive learning environment to physical activity engagement and intentions. Method: Participants were 1120 Spanish students (49.9% males; Mage = 11.70 years; SD = 1.63; range = 10–17 years) from 30 classes out of 13 primary and secondary schools. Results: The multilevel path model showed a positive relation of perceived need-supportive teaching to physical activity engagement and intentions by means of needs satisfaction and autonomous motivation and a negative relation of perceived need-thwarting teaching to engagement and intentions by means of needs frustration and amotivation. Although controlled motivation was found to associate with need frustration and need-thwarting teaching it was not associated with engagement and intentions. Conclusion: the present findings suggest that the type of teaching style employed by the teachers is decisive to achieve positive consequences in physical education students.en_US
dc.description.provenanceSubmitted by Zeynep Aykut (zeynepay@bilkent.edu.tr) on 2021-03-08T13:16:35Z No. of bitstreams: 1 Perceived_teachers_behavior_and_students_engagement_in_physical_education_the_mediating_role_of_basic_psychological_needs_and_self_determined_motivation.pdf: 2089303 bytes, checksum: 77c0efebb178137c700abba12136619a (MD5)en
dc.description.provenanceMade available in DSpace on 2021-03-08T13:16:35Z (GMT). No. of bitstreams: 1 Perceived_teachers_behavior_and_students_engagement_in_physical_education_the_mediating_role_of_basic_psychological_needs_and_self_determined_motivation.pdf: 2089303 bytes, checksum: 77c0efebb178137c700abba12136619a (MD5) Previous issue date: 2020en
dc.identifier.doi10.1080/17408989.2020.1850667en_US
dc.identifier.issn1740-8989
dc.identifier.urihttp://hdl.handle.net/11693/75893
dc.language.isoEnglishen_US
dc.publisherRoutledgeen_US
dc.relation.isversionofhttps://dx.doi.org/10.1080/17408989.2020.1850667en_US
dc.source.titlePhysical Education and Sport Pedagogyen_US
dc.subjectBehavioral intentionsen_US
dc.subjectPhysical educationen_US
dc.subjectSelf determination theoryen_US
dc.subjectTeaching styleen_US
dc.subjectBasics psychological needsen_US
dc.titlePerceived teachers’ behavior and students’ engagement in physical education: the mediating role of basic psychological needs and self-determined motivationen_US
dc.typeArticleen_US

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