scholarly journals Predicting Bullying through Motivation and Teaching Styles in Physical Education

2019 ◽  
Vol 17 (1) ◽  
pp. 87 ◽  
Author(s):  
Carlos Montero-Carretero ◽  
David Barbado ◽  
Eduardo Cervelló
Keyword(s):  
Physical Education ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Physical Education Teachers ◽  
Cross Sectional ◽  
Bullying Perpetration ◽  
Predictor Model

From the theoretical framework offered by the self-determination theory, the objective of the study was to test a predictor model of bullying behaviors based on the physical education teacher’s supportive style, the students’ satisfaction of basic psychological needs, and self-determined motivation. A total of 608 students of both sexes, between 11 and 15 years of age, from primary and secondary schools in the province of Alicante (Spain) voluntarily completed questionnaires to measure each of the variables under study. The design of the study was cross-sectional. The results showed that the autonomy supportive style positively predicted the satisfaction of basic psychological needs, which, in turn, positively predicted self-determined motivation towards physical education. The latter negatively predicted bullying perpetration and bullying victimization. The controlling style presented inverse relationships to those of the autonomy supportive style. These results are in line with the positions of the self-determination theory and underline the potential responsibility of physical education teachers in the struggle against bullying, and how, by supporting autonomy and avoiding a controlling style, they can help reduce bullying perpetration and victimization.

scholarly journals Predicción de la motivación en los estadios de cambio de ejercicio más activos (Prediction of motivation in the more active stages of exercise change)

Retos ◽  
2016 ◽  
pp. 87-91 ◽  
Author(s):  
Maria Isabel Aspano Carron ◽  
Susana Lobato Muñoz ◽  
Marta Leyton Román ◽  
Marco Batista ◽  
Ruth Jiménez Castuera
Keyword(s):  
Physical Education ◽  
Physical Exercise ◽  
Stages Of Change ◽  
Transtheoretical Model ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Psychological Need

El objetivo de este estudio fue conocer qué variables motivacionales pertenecientes a la Teoría de la Autodeterminación eran predictoras de las etapas  de cambio de ejercicio más activas (Acción y Mantenimiento). El marco teórico empleado fue la Teoría de la Autodeterminación y el Modelo Transteórico. La muestra estuvo compuesta por 187 estudiantes de educación física con una edad media de 15.5 años (DT = 1.70). Se administraron los siguientes cuestionarios: la Escala del Locus Percibido De Causalidad en Educación Física (PLOC Scale), la Escala de medición de las necesidades psicológicas básicas (BPNES) y el cuestionario de etapas  de cambio para el ejercicio físico (URICA-E2). Posteriormente, se realizó un análisis descriptivo y los análisis de regresión correspondientes. Los resultados mostraron que la etapa del cambio del ejercicio físico de acción fue predicha por la necesidad psicológica básica de autonomía y la etapa  del cambio del ejercicio físico de mantenimiento fue predicha por la necesidad psicológica básica de competencia, ambas de forma positiva y significativa. Será relevante, fomentar la satisfacción de las necesidades psicológicas básicas de competencia y autonomía con objeto de aumentar la práctica regular de ejercicio físico.Abstract. The aim of this study was to determine what motivational variables belonging to the Self-Determination Theory were predictors of more active stages of exercise change (Action and Maintenance). We used the Self-Determination Theory and the Transtheoretical Model as theoretical framework. The sample consisted of 187 physical education students with an average age of 15.5 years (SD = 1.70). The following questionnaires were administered: the Scale of Perceived Locus of causality in Physical Education (PLOC Scale), the measurement range of the basic psychological needs (BPNES) and the questionnaire about the stages of change for physical exercise (URICA-E2). Subsequently, a descriptive analysis and regression analysis were performed. The results showed that the action state of exercise change was predicted by the basic psychological need of autonomy and the maintenance state of exercise change was predicted by the basic psychological need of competence, both positively and significantly. Promoting the satisfaction of basic psychological needs of competence and autonomy will be relevant in order to increase regular physical exercise practice.

scholarly journals The need for cognition within the academic motivation space

2017 ◽  
Vol 49 (1) ◽  
pp. 7-30
Author(s):  
Aleksandar Vasic
Keyword(s):  
Academic Motivation ◽  
Need For Cognition ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Future Research ◽  
Internal Motivation ◽  
Cognition Scale

The self-determination theory presumes several types of motivation distributed along the theoretical continuum. On the other side, certain research studies point to the need for cognition which is the source of internal motivation, as one of the aforementioned types of motivation. This theoretical and conceptual closeness served as an impetus for the research conducted on the convenient sample of 364 students of both genders (59% of female respondents), aged 18 to 35 (M=20.05; SD=1.52). In generating the data, the Academic Motivation Scale for Students (AMS-SI) and the shortened version of the Need for Cognition Scale (NFCS-S) were used. During data analysis, we first checked the internal metric characteristics of the scales and quantitatively defined the features measured by these instruments. In locating the need for cognition within the academic motivation space, hierarchical multiple regression analysis and multidimensional scaling were used. Four valid and reliable dimensions of student academic motivation were defined as internal, introjected and external motivation, and amotivation. One dominant, reliable and valid main subject of measuring of the need for cognition scale was defined as well. In the common space of academic motivation and the need for cognition, internal motivation clearly stands out as the basic correlate of this need. Future research should further reexamine the assumption of the self-determination theory about three basic psychological needs vital for the development of motivation.

scholarly journals Relación entre motivación e inteligencia emocional en Educación Física: una revisión sistemática (Relation between motivation and emotional intelligence in Physical Education: A systematic review)

Retos ◽  
2019 ◽  
pp. 584-589
Author(s):  
Carlos Fernández-Espínola ◽  
Bartolomé J. Almagro
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
Social Factors ◽  
Web Of Science ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Revisión Sistemática

El objetivo de este trabajo fue realizar una revisión sistemática para conocer el estado actual del estudio de las relaciones entre los factores sociales de la teoría de metas de logro y la teoría de la autodeterminación, las necesidades psicológicas básicas y las regulaciones motivacionales, sobre la inteligencia emocional. La búsqueda se realizó en las bases de datos Web of Science, Scopus y SportDiscus. De los 62 resultados iniciales, se seleccionaron 6 artículos que cumplían los criterios de elegibilidad establecidos con anterioridad. Los resultados mostraron que la orientación de meta de aproximación-tarea, el clima tarea, la satisfacción de las necesidades psicológicas básicas y los tipos de motivación más autodeterminados se asocian de forma positiva con la inteligencia emocional. De forma opuesta, la regulación motivacional externa y la desmotivación se relacionan de forma negativa con la inteligencia emocional. Asimismo, dentro de la secuencia propuesta por la teoría de la autodeterminación, la inteligencia emocional parece comportarte como un mediador entre los antecedentes sociales y la satisfacción de los mediadores psicológicos, al mismo tiempo que parece tener un efecto directo como predictor de los diferentes tipos de regulaciones motivacionales. No obstante, son necesarios más estudios que muestren causalidad entre estas variables.Abstract. The aim of this paper was to carry out a systematic review to show the current state of research on the relationship between the social factors from the Achievement Goal Theory and the Self-Determination Theory, the basic psychological needs and motivational regulations, and emotional intelligence. The search was made in the Web of Science, Scopus, and SportDiscus databases. From the 62 initial items, we selected 6 articles that met the eligibility criteria previously established. Our findings showed that goal orientation of approach-task, task climate, satisfaction of basic psychological needs, and the most self-determined types of motivation are associated with emotional intelligence in a positive way. Conversely, external motivational regulation and amotivation are negatively related to emotional intelligence. Also, based on the sequence proposed by the Self-Determination Theory, emotional intelligence seems to behave as a mediator between social factors and satisfaction of the basic psychological needs. Furthermore, emotional intelligence seems to have a direct effect as a predictor of different types of motivational regulations. However, more studies are necessary to show causality among these variables.

scholarly journals Importancia del apoyo a las necesidades psicológicas básicas en la predisposición hacia diferentes contenidos en Educación Física (Importance of support of the basic psychological needs in predisposition to different contents in Physical Education)

Retos ◽  
2015 ◽  
pp. 3-8
Author(s):  
Javier Sevil Serrano ◽  
Ángel Abós Catalán ◽  
Eduardo Generelo Lanaspa ◽  
Alberto Aibar Solana ◽  
Luis García-González
Keyword(s):  
Physical Education ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Perceived Support ◽  
Education Students ◽  
Psychological Need ◽  
Affective Attitude ◽  
Teaching Unit

Resumen. Siguiendo la teoría de la autodeterminación, el objetivo de este estudio fue analizar la asociación entre la percepción de apoyo a las necesidades psicológicas básicas (i.e., autonomía, competencia y relaciones sociales) y la predisposición hacia el contenido (i.e., actitud cognitiva y afectiva) que tiene el alumnado. El estudio fue desarrollado en tres unidades didácticas de Educación Física, donde participaron 77 alumnos en el contenido de fútbol sala, 75 en acrosport y 78 en rugby, pertenecientes a 4º de Educación Secundaria Obligatoria. Los resultados de los análisis de correlación y los análisis predictivos señalan una relación positiva entre la percepción del apoyo de las tres necesidades psicológicas y la predisposición hacia el contenido que tienen los alumnos, adquiriendo uno u otro mediador más importancia en función del contenido curricular impartido. En base a ello, se destaca la importancia de apoyar las tres necesidades psicológicas básicas mediante estrategias de intervención que deben ser diseñadas y adaptadas para cada contenido curricular. Todo ello puede redundar en una mayor predisposición del alumnado hacia cada uno de los contenidos curriculares que integran la Educación Física, suponiendo una mayor adherencia hacia la práctica de actividad física.Abstract. Grounded on the self- determination theory, the aim of the study was to analyze the association between perceived support of basic psychological needs (i.e., autonomy, competence and relatedness) and predisposition toward the content (i.e., cognitive and affective attitude). The study was developed in three Physical Education teaching units. The sample was comprised of 77 football, 75 acrosport and 78 rugby 4th- year compulsory Secondary Education students. The results of the correlation and predictive analysis indicate a positive relationship between perceived support of the three psychological needs and predisposition to the content. The importance of each psychological need was different depending on the teaching unit. The usefulness of supporting the three basic psychological needs through intervention strategies was highlighted. These strategies should be designed and adapted for any curricular content. This can result in a greater predisposition of students to each of the units that integrate Physical Education. It can also lead to greater adherence to participation in physical activity.

Provision of structure in educational context: Perspective of self-determination theory

2019 ◽  
Vol 58 (16) ◽  
pp. 73-84
Author(s):  
Małgorzata Święcicka
Keyword(s):  
Parental Support ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Educational Context ◽  
Basic Assumptions

The aim of the article is to analyze the concept of a parent’s provision of structure as proposed in the Self-Determination Theory (SDT). Basic assumptions and thesis of SDT concerning autonomous motivation are discussed. According to SDT, autonomous motivation develops by internalization of initially externalized motivation. Parents can facilitate this process by responding to a child's basic psychological needs: autonomy, relatedness and competence. The need for competence is satisfied by providing a structure, which allows children to feel in control of their environment. Parental structure promotes development of autonomous motivation only when parental support is present. In the article the concept of providing a structure is linked to other similar constructs: scaffolding, control and setting limits, to show the specificity of the SDT perspective.

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.

Applying self-determination theory to explaining differences in career commitment between self-employed and salaried employees

2020 ◽  
Vol 12 (5) ◽  
pp. 593-619
Author(s):  
Martin Mabunda Baluku ◽  
Richard Balikoowa ◽  
Edward Bantu ◽  
Kathleen Otto
Keyword(s):  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
The Self ◽  
Self Determination ◽  
Current Form ◽  
Content Type ◽  
Self Employment ◽  
Salaried Employment ◽  
The Impact

Purpose Based on self-determination theory, this study aims to examine the impact of satisfaction of basic psychological needs (BPNs) on the commitment to stay self- or salary-employed. Not only the entry of individuals but also their commitment to remain self-employed is important. Enterprises established by the self-employed can only survive longer if the owners are willing to continue in self-employment. Design/methodology/approach The study was conducted among a cross-country sample drawn from Germany, Kenya and Uganda. An online survey was conducted among self- and salary-employed individuals in Germany. In Uganda and Kenya, cross-sectional samples were recruited through their workplaces and business forums. These processes yielded 869 responses (373 self-employed and 494 salary-employed). Differences in the impact of BPNs on the commitment to self-employed or salaried-employment across countries were examined using PROCESS macro 2.16. Findings The findings revealed that the self-employed exhibit higher commitment to their current form of employment than the salary-employed. The satisfaction of needs for autonomy and competence were associated with higher levels of commitment to self-employment than to salary-employment across the three countries. The need for relatedness was also strongly associated with commitment to self-employment much more than to salary-employment for Ugandan and Kenyan participants; but not for the German participants. Originality/value Persistence in self-employment is essential not only for individuals to remain employed but also as a pathway to achieving career success. However, research has paid limited attention to persistence in self-employment. This research contributes to the understanding of antecedents for commitment to self-employment across countries, and therefore what should be done to enable particularly young individuals to stay self-employed. Moreover, the study also examines whether these antecedents have similar effects among individuals in salaried-employment.

Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators

2017 ◽  
Vol 36 (3) ◽  
pp. 262-276 ◽  
Author(s):  
Thomas Curran ◽  
Martyn Standage
Keyword(s):  
Student Engagement ◽  
Physical Education ◽  
School Context ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Emotional Engagement ◽  
Physical Education Teachers ◽  
Teacher Strategies

Motivation research is central to understanding why certain students exhibit high levels of behavioral, cognitive, and emotional engagement with learning, and why others lack interest, display boredom, and withdraw effort (i.e., are disaffected). In this review, tenets within self-determination theory (SDT) are used to provide a theoretically-informed account of student engagement and disaffection in the context of school physical education (PE). Our review centers on the proposition within SDT that the satisfaction of basic psychological needs (i.e., for autonomy, competence, and relatedness) provide the energizing basis for optimal motivational functioning and wellness. Teacher strategies and class structures are reviewed in the context of whether they satisfy or frustrate these psychological needs. To amalgamate the reviewed literature, a mediated model depicting a ‘student-teacher dialectical’ framework is presented. Several practitioner recommendations for supporting student engagement in PE are then offered. Lastly, findings of past interventions within the school context are presented and discussed.

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