scholarly journals Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory

2018 ◽  
Vol 10 (10) ◽  
pp. 3613 ◽  
Author(s):  
Antonio Baena-Extremera ◽  
Antonio Granero-Gallegos ◽  
Raúl Baños ◽  
María Ortiz-Camacho
Keyword(s):  
Physical Education ◽  
Intrinsic Motivation ◽  
Structural Equation ◽  
Structural Model ◽  
Structural Equation Models ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Locus Of Causality

Objectives: The aim of this study was to analyze a model of prediction of satisfaction with bilingual physical education from basic psychological needs and motivation. Methods: The sample consisted of 758 students (347 men and 411 women) in secondary education in Spain, aged between 13 years and 18 years (M = 15.22, SD = 1.27). Questionnaires of the Scale of Psychological Basic Needs, Perceived Locus of Causality, and the bilingual Scale Satisfaction Instrument (SSI-PE), all adapted to physical education were used in the exercise. Results: Descriptive analyses, correlation and structural equation models were performed. Intrinsic motivation showed a high and positive relationship with identity regulation and satisfaction/fun, and boredom negatively correlated with all scales except amotivation. Conclusion: The equations in this model prove that autonomy is the best predictor of intrinsic motivation, and that this is the best predictor of satisfaction in bilingual physical education.

scholarly journals Teoría de la autodeterminación en el contexto de educación física: Una revisión sistemática (Self-determination Theory in the Physical Education context: A systematic review)

Retos ◽  
2020 ◽  
pp. 838-844
Author(s):  
Carla Mariela Salazar-Ayala ◽  
Gabriel Gastélum-Cuadras
Keyword(s):  
Systematic Review ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Web Of Science ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Revisión Sistemática ◽  
High Level

El objetivo del presente trabajo fue analizar estudios basados en la teoría de la autodeterminación dentro de las clases de educación física y el efecto de la intervención docente en las NPB del estudiante. Método: Esto se logró a través de una revisión sistemática, cuya búsqueda se ejecutó en las bases de datos SCOPUS, Web of Science, Dialnet, SciELO, EBSCOhost y Google académico. Inicialmente se identificaron 1780 documentos, de los cuales 18 cumplieron con los indicadores CASPE para revisiones sistemáticas. Resultados: estos mostraron un amplio efecto positivo en el uso de la Teoría de Autodeterminación en intervenciones realizadas con docentes, las variables mayormente trabajadas fueron la satisfacción de las necesidades psicológicas básicas (autonomía, competencia y relación) y la motivación intrínseca. Estas variables se mostraron altamente relacionadas con un incremento en la intención a la práctica de actividad física y adherencia, logro académico entre otros. Conclusiones: Crear las condiciones que incrementen la motivación intrínseca a través de la satisfacción de las necesidades básicas, debe ser la preocupación más importante a la hora de planificar, organizar y seleccionar las estrategias de trabajo por parte del docente de educación física. Es necesario realizar estudios de intervención en edades tempranas y observar si estas condiciones ayudan a reducir el desinterés en edades más avanzadas.Abstract. The aim of the present work was to analyse studies based on the theory of self-determination within physical education classes and the effect of teacher intervention on students’ BPN. Method: This was achieved through a systematic review, the search being performed in the SCOPUS, Web of Science, Dialnet, SciELO, EBSCOhost, and Google Scholar databases. Initially 1780 documents were identified, 18 of which met the CASPE`s indicators for systematic reviews. Discussion:  The results shown a wide positive effect of the interventions performed with teachers grounded in self-determination theory; the most common variables were basic psychological needs (autonomy, competence, and relatedness) and intrinsic motivation, and academic achievement among others. These variables have shown a high level of relationship with an increase in the intention to practice physical activity and its adherence. Conclusions: Creating conditions that increase intrinsic motivation through the satisfaction of basic needs should be the most important concern when planning, organizing, and selecting work strategies by physical education teachers. It is necessary to conduct intervention studies at early ages and assess if these conditions help reduce disinterest at older ages.

scholarly journals Predicción del compromiso en Educación Física desde la teoría de la autodeterminación: análisis de invarianza según el nivel de actividad física (Prediction of engagement in physical education through self-determination theory: Invariance across different physical activity levels)

2020 ◽  
Vol 15 (46) ◽  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Structural Equation ◽  
Autonomous Motivation ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Behavioral Engagement ◽  
Activity Levels

This study aimed to test a predictive model for behavioral engagement in physical education (PE) in the light of self-determination postulates (basic psychological needs  intrinsic motivation  behavioral engagement) as well as to analyze the invariance of this model according to physical activity (PA) levels. A sample of 468 12-16 physical education (PE) students completed different validated instruments. The hypothesized sequence was tested through a structural equation model. Fitting indices revealed that the model was suitable to predict engagement (χ2 [112] = 310.65, p < .001, χ2 /df = 2.77, CFI = .94, TLI =.92, RMSEA = .06, SRMR = .06). All the hypothesized relationships were significant except for the association between relatedness and intrinsic motivation (p>.05). Findings from the invariance analyses indicated that competence became more important among adolescents showing higher levels in autonomous motivation and PA while autonomy became more relevant among students showing lower levels in autonomous motivation and PA. Results thus suggest that strategies used to facilitate engagement in PE classes should be adapted to students according to the PA they usually perform.

scholarly journals Mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn học tập ở sinh viên [The relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students]

2020 ◽  
Author(s):  
Quang Ngoc Nguyen ◽  
Thuy-Tien Thi La ◽  
Mai Thi Phan ◽  
Thuy-Dung Ninh
Keyword(s):  
Intrinsic Motivation ◽  
Academic Motivation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Academic Procrastination ◽  
Level Of Satisfaction ◽  
Academic Motivations

Nghiên cứu được tiến hành dựa trên lý thuyết tự quyết nhằm tìm hiểu về mối liên hệ giữa sự thỏa mãn các nhu cầu tâm lý cơ bản, động lực học tập, và trì hoãn trong học tập ở sinh viên. Mẫu nghiên cứu là mẫu thuận tiện với 341 sinh viên có độ tuổi trong khoảng từ 19 đến 26. Trong đó, nam chiếm 11.7% và nữ chiếm 88.3%. Mức độ thỏa mãn các nhu cầu tâm lý cơ bản, các loại động lực học tập, và mức độ trì hoãn trong học tập được đo lường bởi các thang đo. Kết quả phân tích tương quan cho thấy trì hoãn trong học tập có tương quan nghịch chiều với các loại động lực học tập tự chủ và mức độ thỏa mãn các nhu cầu tâm lý cơ bản. Phân tích đường dẫn cho thấy sự thỏa mãn nhu cầu gắn kết và nhu cầu tự chủ góp phần làm tăng sự thỏa mãn nhu cầu năng lực, qua đó làm giảm tình trạng thiếu động lực học tập đồng thời làm tăng động lực hướng đến thành tựu, và dẫn tới mức độ trì hoãn học tập thấp hơn. Các kết quả nghiên cứu ửng hộ giả thuyết của lý thuyết tự quyết về vai trò của việc đáp ứng các nhu cầu tâm lý cơ bản nhằm thúc đẩy động lực bên trong. [The study was conducted based on the self-determination theory to examine the relationships between the satisfaction of basic psychological needs, academic motivation, and academic procrastination among students. The sample was a convenient ?one with 341 students aged between 19 and 26. In particular, males accounted for 11.7% and females accounted for 88.3%. The level of satisfaction of basic psychological needs, the types of academic motivation, and the level of academic procrastination were measured by several scales. The results of correlation analysis showed that the academic procrastination was negatively correlated with autonomous academic motivations and the level of the satisfaction of basic psychological needs. Path analysis showed that the satisfaction of relatedness and autonomy needs contributed to the satisfaction of competence need, thereby reducing amotivation and increasing intrinsic motivation towards achievement which lead to lower levels of academic procrastination. The findings supported the hypothesis of self-determination theory about the role of meeting basic psychological needs in order to promote intrinsic motivation.]

The Importance of Supporting Adolescents’ Autonomy in Promoting Physical-Sport Exercise

2013 ◽  
Vol 16 ◽  
Author(s):  
Juan Antonio Moreno-Murcia ◽  
Elisa Huéscar Hernández
Keyword(s):  
Intrinsic Motivation ◽  
Autonomy Support ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Structural Equations ◽  
Basic Psychological Needs ◽  
Social Goals ◽  
Self Determination ◽  
Adolescent Students ◽  
Class Context

AbstractThis study was conducted toward the objective of analyzing certain factors that influence physical activity in Spanish adolescent students using self-determination theory (Deci & Ryan, 1985; 2000) as a framework. Participants included 698 physical education students whose perception of the autonomy support provided by their teachers was assessed in and out of the class context. Also assessed were social goals of responsibility and relationship with others, basic psychological needs, and intrinsic motivation, which is part of self-determination theory (SDT). Finally, the “intention” factor posited by the theory of planned behavior (TPB) and students’ rate of exercise in the last twelve months were considered. The results of structural equations modeling suggest autonomy education, autonomy support, and social goals positively predicted certain psychological mediators, which in turn positively predicted students’ intrinsic motivation, which was a positive predictor of intention, and that of rate of exercise. The results also highlight the benefit of promoting autonomy to enhance students’ physical exercise practice.

BASIC PSYCHOLOGICAL NEEDS, MOTIVATIONAL ORIENTATIONS, EFFORT, AND VOCABULARY KNOWLEDGE

2021 ◽  
pp. 1-21
Author(s):  
Abdullah Alamer
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Process Model ◽  
Structural Model ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Vocabulary Knowledge ◽  
Self Determination ◽  
Confirmatory Factor

Abstract This study examined an integrated process model of second language motivation based on the framework of self-determination theory (SDT). Specifically, this research investigated the extent to which satisfying basic psychological needs (BPN) are related to SDT orientations and, in turn, to the effort expended and how these factors relate collectively to vocabulary knowledge. Revised scales assessing students’ BPN (the Basic Psychological Needs of Second Language Scale) and SDT orientations (the Self-Determination Theory of Second Language Scale) were considered and tested using a higher-order confirmatory factor analysis solution. The results of the structural model showed that BPN were only directly related to vocabulary knowledge, which indicated their direct importance for the attainment of the vocabulary. No other indirect effects through SDT orientations or effort were identified. Nonetheless, SDT orientations were both directly and indirectly linked to vocabulary knowledge over and above the role of expended effort. The results elucidated motivational pathways that yielded pedagogical implications for language learning.

scholarly journals Is self-determination good for your effectiveness? A study of factors which influence performance within self-determination theory

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0256558
Author(s):  
Michał Szulawski ◽  
Izabela Kaźmierczak ◽  
Monika Prusik
Keyword(s):  
Intrinsic Motivation ◽  
Task Performance ◽  
Positive Impact ◽  
Subjective Evaluation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
External Incentives ◽  
The Impact

Despite the vast body of studies within self-determination theory, the impact of factors which influence performance in experimental paradigm is still underresearched. The aim of the two studies presented in this paper was to investigate the impact of basic psychological needs on performance with the simultaneous presence of external incentives. Study 1 tested whether the satisfaction of competence and relatedness during task performance (while external incentives were present) can impact individual’s performance. Study 2, on the other hand, investigated whether the basic psychological needs and provision of external incentives can impact an individual’s performance. Moreover, in both studies the mechanisms behind the need–performance relationship was checked. Our results showed that out of the three basic needs, competence had the strongest positive impact on performance, which was partially mediated by the subjective evaluation of the levels of difficulty and intrinsic motivation. The weak relationship between relatedness and task performance was fully mediated by the level of intrinsic motivation.

scholarly journals Exploring Proximal LGBTQ+ Minority Stressors within Physical Activity Contexts From a Self-Determination Theory Perspective

2020 ◽  
Author(s):  
Shannon Herrick ◽  
Meredith A. Rocchi ◽  
Shane N. Sweet ◽  
Lindsay R. Duncan
Keyword(s):  
Physical Activity ◽  
Structural Equation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Future Research ◽  
Willingness To Participate ◽  
Cross Sectional Survey

Abstract Background: LGBTQ+ individuals experience challenges such as discrimination and marginalization (referred to as minority stressors) that are detrimental to their mental and physical health. Specifically, proximal or internalized LGBTQ+ minority stressors may influence motivation for and willingness to participate in physical activity. Methods: The purpose of this study was to explore whether proximal LGBTQ+ minority stressors, as indicators of the social-environmental context, would relate to the basic psychological needs—motivation—physical activity pathway, as per self-determination theory. An online cross-sectional survey was completed by 778 LGBTQ+ adults. Results: Results from structural equation modelling analyses support that proximal LGBTQ+ minority stressors are associated with decreased reported need satisfaction (β = -.36) which, in turn, is associated with autonomous motivation (β = .53) and reported physical activity participation (β = .32). Conclusions: Future research focused on increasing LGBTQ+ participation in physical activity should investigate the effects of (a) reducing proximal LGBTQ+ minority stressors, and (b) better supporting LGBTQ+ adults’ autonomy, competence, and relatedness within physical activity contexts.

scholarly journals Efectos de la satisfacción y frustración de las necesidades psicológicas básicas sobre las formas de pasión por el ejercicio

2017 ◽  
Vol 8 (3) ◽  
pp. 257 ◽  
Author(s):  
Manuel Alcaraz Ibañez ◽  
Alvaro Sicilia ◽  
María J. Lirola ◽  
Rafael Burgueño
Keyword(s):  
Structural Equation ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Equation Model ◽  
Basic Psychological Needs ◽  
Point Of View ◽  
Self Determination ◽  
Dualistic Model Of Passion ◽  
Satisfaction Of Needs ◽  
Estudiantes Universitarios

Basado en la teoría de la autodeterminación y en el modelo dual de pasión, el objetivo de este estudio fue determinar la influencia de la percepción de satisfacción y frustración de las necesidades psicológicas básicas en el contexto del ejercicio físico sobre las formas armoniosa (PA) y obsesiva (PO) de la pasión por esta actividad, considerando si dicha relación podría diferir en función del género. Un total de 490 estudiantes universitarios (356 hombres y 114 mujeres) de entre 17 y 44 años (Medad= 20.49; DT= 3.38) que manifestaron realizar ejercicio físico al menos una vez por semana, completaron un cuestionario que recogía las variables de interés. Los resultados del modelo de ecuaciones estructurales mostraron que, en general, la satisfacción y la frustración de las necesidades psicológicas básicas predecían de forma positiva la PO, mientras que tan solo la satisfacción de las necesidades predecía la PA. No obstante, se observaron diferencias en función del género en el efecto que la frustración de las necesidades psicológicas básicas ejercía sobre ambas formas de pasión. En conjunto, la satisfacción y la frustración de las necesidades psicológicas básicas explicaron un 25% y un 44% de la varianza de la PA en hombres y mujeres, respectivamente, situándose dichos porcentajes en el 32% y el 14% en el caso de la PO. Estos resultados sugieren que, al menos en población masculina, las intervenciones destinadas a disminuir la percepción de frustración de las necesidades psicológicas básicas en el contexto del ejercicio podrían contribuir a disminuir una implicación obsesiva en esta conducta.Palabras clave: Teoría de la autodeterminación, modelo dual de pasión, teoría de las necesidades psicológicas básicas, pasión armoniosa, pasión obsesiva. Effects of satisfaction and thwarting of basic psychological needs on the forms of passion for exerciseABSTRACTBased on both self-determination theory and dualistic model of passion, the main purpose of this study was to determine the influence of the satisfaction and thwarting of basic psychological needs perceived in the context of exercise on the development of harmonious (HP) and obsessive (OP) forms of passion for exercise, considering additionally if such relationship could differs across gender. A total of 398 university students (256 men and 114 women), aged between 17 and44 (Mage= 20.49; SD = 3.38) and involved in exercise at least once a week, filled a questionnaire that assessed the variables of interest. The results of structural equation model showed that, in general, both satisfaction and thwarting of basic psychological needs predicted positively OP, whereas only the satisfaction of needs predicted positively HP. Furthermore, results revealed gender differences in the effect of the thwarting of needs on both forms of passion. As a whole, both satisfaction and thwarting of needs explained 25% and 44% of the variance in HP in men and women, respectively, being those percentages 32% and 14% for OP. From a practical point of view, these results suggest that, at least in males, interventions aimed at decreasing experiences of the thwarting of needs in the exercise context could contribute to diminish an obsessive commitment to this behaviour.Keywords: Self-determination theory; dualistic model of passion; basic psychological needs theory; harmonious passion; obsessive passion.

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.

scholarly journals A framework for self-determination in massive open online courses: Design for autonomy, competence, and relatedness

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Neil Martin ◽  
Nick Kelly ◽  
Peter Terry
Keyword(s):  
Intrinsic Motivation ◽  
Course Design ◽  
Online Courses ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Sport Performance ◽  
Basic Psychological Needs ◽  
Massive Open Online Courses ◽  
Self Determination ◽  
Massive Open Online

In this paper, we propose a framework for the design of massive open online courses (MOOCs) based upon the principles of self-determination theory, which posits a relationship between intrinsic motivation and the basic psychological need for autonomy, competence, and relatedness. We also report the results of design-based research that evaluates the application of the framework to a MOOC titled “Elite Sport Performance: Psychological Perspectives”. Satisfying basic psychological needs is theorised as central to course design in order to foster intrinsic motivation, optimise engagement, and improve the retention of course participants. We chronicle the design, implementation, and evaluation of the course, providing examples of support features and learning activities. The course was offered over a period of four months, receiving more than 1000 registrations from across the world. Engagement measures, completion indices, and intrinsic motivation scores are reported as well as sample testimonies from learners. Results offer preliminary evidence that a design framework incorporating self-determination theory has utility in the development of MOOCs that successfully engage learners.

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