scholarly journals Effects of Parental Autonomy Support and Teacher Support on Middle School Students’ Homework Effort: Homework Autonomous Motivation as Mediator

2019 ◽  
Vol 10 ◽  
Author(s):  
Xiaowei Feng ◽  
Ke Xie ◽  
Shaoying Gong ◽  
Lei Gao ◽  
Yang Cao
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Teacher Support ◽  
Autonomy Support ◽  
Autonomous Motivation ◽  
School Students ◽  
Parental Autonomy Support ◽  
Parental Autonomy

scholarly journals Predicting Change in Middle School Students’ Leisure-Time Physical Activity Participation: A Prospective Test of the Trans-Contextual Model

2020 ◽  
Author(s):  
Juho Polet ◽  
Taru Lintunen ◽  
Jekaterina Schneider ◽  
Martin S Hagger
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Autonomy Support ◽  
Leisure Time ◽  
Leisure Time Physical Activity ◽  
Autonomous Motivation ◽  
Subjective Norms ◽  
School Students ◽  
Perceived Autonomy Support

We applied the trans-contextual model (TCM) to examine effects of middle school students’ perceived autonomy support from their physical education (PE) teachers on autonomous motivation toward PE in school and, critically, autonomous motivation toward, and actual participation in, leisure-time physical activity (PA). The research adopted a three-wave prospective design enabling the modeling of change in the TCM constructs over time. Middle school students (N=248) aged 12 to 16 years reported their perceived autonomy support, autonomous motivation in PE, autonomous motivation toward leisure-time PA, attitudes, subjective norms, perceived behavioral control (PBC), intentions for PA in leisure-time, and leisure-time PA participation. The psychological constructs and leisure-time PA were measured at baseline (T0) and at a first follow-up occasion (T1) 5 weeks later. Another measure of PA was taken at a second follow-up occasion (T2) a further 5 weeks later. A single-indicator structural equation model using residualized change scores revealed that perceived autonomy support predicted autonomous motivation in PE (β=.345), and autonomous motivation in PE predicted autonomous motivation for leisure-time PA (β=.484). Autonomous motivation towards leisure-time PA predicted attitudes (β=.425), subjective norms (β=.264), and PBC (β=.517). Autonomous motivation towards leisure-time PA (β=.376), attitude (β=.231), and subjective norms (β=.185) predicted intentions toward leisure-time PA, and intentions predicted PA (β=.198). Findings extend research on the TCM by demonstrating its efficacy in predicting change in middle school students’ autonomous motivation across PE and leisure time contexts, and accounting for change in intentions toward, and actual participation in, leisure-time PA.

scholarly journals The Relations of Parental Autonomy Support, Parental Control, and Filial Piety to Chinese Adolescents’ Academic Autonomous Motivation: A Mediation Model

2021 ◽  
Vol 12 ◽  
Author(s):  
Mingchun Guo ◽  
Long Wang ◽  
Jamin Day ◽  
Yanhan Chen
Keyword(s):  
Autonomy Support ◽  
Filial Piety ◽  
Psychological Control ◽  
Autonomous Motivation ◽  
Chinese Adolescents ◽  
Equation Modeling ◽  
Mediating Role ◽  
Parental Autonomy Support ◽  
Parental Autonomy ◽  
The Relationship

This study attempted to examine the mediating role of filial piety in the relationships between parental autonomy support and control and Chinese adolescents’ academic autonomous motivation. A set of questionnaires were administered to 492 adolescent students at two senior high schools in Fuzhou, China. Confirmatory Factor Analysis and Structural Equation Modeling were employed to analyze the data. The results showed that reciprocal filial piety (RFP) fully mediated the relationships of parental autonomy support and behavioral control with adolescents’ academic autonomous motivation. RFP did not significantly mediate the relationship between psychological control and academic autonomous motivation. Comparatively, authoritarian filial piety (AFP) did not play a significant mediating role in the relationship between the three parenting dimensions and adolescents’ academic autonomous motivation. The findings provide a new perspective for understanding the relationship between parenting behaviors and Chinese adolescents’ academic autonomous motivation.

scholarly journals Effects of a Concept-Based Physical Education on Middle School Students’ Knowledge, Motivation, and Out-of-School Physical Activity

2020 ◽  
Vol 39 (3) ◽  
pp. 407-414 ◽  
Author(s):  
Yubing Wang ◽  
Ang Chen
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Autonomous Motivation ◽  
Education Curriculum ◽  
School Students ◽  
Eighth Grade Students ◽  
Static Group ◽  
Out Of School

Purpose: This study aimed to determine the extent to which a concept-based physical education curriculum, specifically the Science of Healthful Living (SHL) curriculum, influenced middle school students’ knowledge, motivation for physical education (PE) and physical activity (PA), and out-of-school PA. Methods: A static group comparison design was adopted to analyze the differences on fitness knowledge, autonomous motivation for PE and PA, and out-of-school PA between eighth-grade students who studied the SHL curriculum (the experimental condition, n = 168) and their peers who studied a multiactivity PE (the control condition, n = 226) 1 year earlier. Results: The students who studied the SHL curriculum demonstrated significantly higher levels of knowledge (p < .05, Cohen d = 0.81), autonomous motivation toward PA (p < .05, Cohen d = 0.20), and out-of-school PA (p < .05, Mann–Whitney U effect size = 0.01) than students who had experienced the multiactivity PE. The students in both conditions were equally motivated in their respective PE courses. Conclusion: The SHL curriculum is effective in promoting students’ PA behavior outside of the school.

scholarly journals Mối liên hệ giữa sự ủng hộ tính tự chủ của cha mẹ đối với lòng tự trọng, niềm tin vào năng lực của bản thân, và cảm xúc ở học sinh THPT [The association between parental autonomy support and offsprings' self-esteem, self-efficacy, and affects among high school students]

2020 ◽  
Author(s):  
Bich Thi Bui ◽  
Thao Thi Hoang ◽  
Quang Ngoc Nguyen
Keyword(s):  
High School ◽  
High School Students ◽  
Self Efficacy ◽  
Autonomy Support ◽  
Self Esteem ◽  
School Students ◽  
Parental Autonomy Support ◽  
Parental Autonomy

Nghiên cứu được thực hiện dựa trên lý thuyết Tự quyết nhằm tìm hiểu mối liên hệ giữa sự ủng hộ tính tự chủ và kiểm soát tâm lý của cha mẹ đối với con cái và lòng tự trọng, niềm tin vào năng lực của bản thân và cảm xúc ở học sinh THPT. Mẫu nghiên cứu là mẫu thuận tiện bao gồm 262 học sinh trung học phổ thông. Kết quả nghiên cứu cho thấy sự ủng hộ tính tự chủ có tương quan thuận chiều với niềm tin vào năng lực của bản thân, lòng tự trọng và cảm xúc tích cực. Trong khi đó, kiểm soát tâm lý có tương nghịch với lòng tự trọng và tương quan thuận với cảm xúc tiêu cực nhưng không có tương quan với niềm tin vào năng lực của bản thân và cảm xúc tích cực như giả thuyết ban đầu. Phân tích mô hình đường dẫn cho thấy lòng tự trọng và niềm tin vào năng lực bản thân có thể lý giải phần nào ảnh hưởng của sự ủng hộ tính tự chủ và kiểm soát tâm lý của cha mẹ đối với cảm xúc của con cái. Nói cách khác, những học sinh được cha mẹ ủng hộ tính tự chủ thì có lòng tự trọng cao hơn, niềm tin và năng lực cao hơn, có nhiều cảm xúc tích cực hơn và ít cảm xúc tiêu cực hơn. Ngược lại, những học sinh có cha mẹ sử dụng các cách thức kiểm soát tâm lý thì có lòng tự trọng thấp và có nhiều cảm xúc tiêu cực. Các kết quả gợi ý cho cha mẹ cách nuôi dạy con nhằm đem lại những hệ quả tích cực về tâm lý xã hội ở con cái.

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