The role of teachers (de-)motivational styles on students’ autonomous motivation in physical education and leisure time
Introduction: The aim of this research was to examine the relationships of four perceived teaching styles (i.e., autonomy support, structure, control, and chaos) of physical education (PE) teachers with students’ satisfaction of psychological needs as well as autonomous and controlled motivation tow...
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| Format: | Article |
| Language: | English |
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Akademia Wychowania Fizycznego i Sportu w Gdansku
2023-12-01
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| Series: | Baltic Journal of Health and Physical Activity |
| Subjects: | |
| Online Access: | https://www.balticsportscience.com/journal/vol15/iss4/5/ |
| _version_ | 1797265936275734528 |
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| author | Henri Tilga Kaija Vahtra Andre Koka |
| author_facet | Henri Tilga Kaija Vahtra Andre Koka |
| author_sort | Henri Tilga |
| collection | DOAJ |
| description | Introduction: The aim of this research was to examine the relationships of four perceived teaching styles (i.e., autonomy support, structure, control, and chaos) of physical education (PE) teachers with students’ satisfaction of psychological needs as well as autonomous and controlled motivation towards physical activity in PE and leisure time context. Materials and Methods: 320 students (166 boys and 154 girls) aged from 12 to 18 years old (M = 14.13, SD = 1.6) participated in the study. In this cross-sectional study, participants filled in a questionnaire of study variables. A variance-based structural equation model was employed to test the study hypotheses. Results: Autonomy support is indirectly related to students’ autonomous motivation towards physical activity in leisure time via satisfaction of a psychological need and autonomous motivation for PE (β = 0.18, p < 0.01). Structuring the teaching style is indirectly related to students’ autonomous motivation towards physical activity in leisure time via satisfaction of a psychological need and autonomous motivation for PE (β = 0.21, p < 0.01). Conclusions: When a PE teacher employs an autonomy-supportive and structuring teaching style, it is likely to satisfy students’ psychological needs and increase autonomous motivation towards physical activity in PE, which, in turn, may enhance autonomous motivation towards physical activity during leisure time. |
| first_indexed | 2024-04-25T00:52:43Z |
| format | Article |
| id | doaj.art-532426ef317b4b5ca36ba1d19c24b037 |
| institution | Directory Open Access Journal |
| issn | 2080-9999 |
| language | English |
| last_indexed | 2024-04-25T00:52:43Z |
| publishDate | 2023-12-01 |
| publisher | Akademia Wychowania Fizycznego i Sportu w Gdansku |
| record_format | Article |
| series | Baltic Journal of Health and Physical Activity |
| spelling | doaj.art-532426ef317b4b5ca36ba1d19c24b0372024-03-11T15:28:16ZengAkademia Wychowania Fizycznego i Sportu w GdanskuBaltic Journal of Health and Physical Activity2080-99992023-12-01154Article5Article510.29359/BJHPA.15.4.05The role of teachers (de-)motivational styles on students’ autonomous motivation in physical education and leisure timeHenri Tilga0https://orcid.org/0000-0002-6363-4882Kaija Vahtra1Andre Koka2https://orcid.org/0000-0002-2011-8650University of Tartu, EstoniaUniversity of Tartu, EstoniaUniversity of Tartu, EstoniaIntroduction: The aim of this research was to examine the relationships of four perceived teaching styles (i.e., autonomy support, structure, control, and chaos) of physical education (PE) teachers with students’ satisfaction of psychological needs as well as autonomous and controlled motivation towards physical activity in PE and leisure time context. Materials and Methods: 320 students (166 boys and 154 girls) aged from 12 to 18 years old (M = 14.13, SD = 1.6) participated in the study. In this cross-sectional study, participants filled in a questionnaire of study variables. A variance-based structural equation model was employed to test the study hypotheses. Results: Autonomy support is indirectly related to students’ autonomous motivation towards physical activity in leisure time via satisfaction of a psychological need and autonomous motivation for PE (β = 0.18, p < 0.01). Structuring the teaching style is indirectly related to students’ autonomous motivation towards physical activity in leisure time via satisfaction of a psychological need and autonomous motivation for PE (β = 0.21, p < 0.01). Conclusions: When a PE teacher employs an autonomy-supportive and structuring teaching style, it is likely to satisfy students’ psychological needs and increase autonomous motivation towards physical activity in PE, which, in turn, may enhance autonomous motivation towards physical activity during leisure time.https://www.balticsportscience.com/journal/vol15/iss4/5/autonomy supportstructurechaoscontrolled behaviorbasic psychological needsmotivationphysical educationleisure timeadolescentsself-determinant theory |
| spellingShingle | Henri Tilga Kaija Vahtra Andre Koka The role of teachers (de-)motivational styles on students’ autonomous motivation in physical education and leisure time Baltic Journal of Health and Physical Activity autonomy support structure chaos controlled behavior basic psychological needs motivation physical education leisure time adolescents self-determinant theory |
| title | The role of teachers (de-)motivational styles on students’ autonomous motivation in physical education and leisure time |
| title_full | The role of teachers (de-)motivational styles on students’ autonomous motivation in physical education and leisure time |
| title_fullStr | The role of teachers (de-)motivational styles on students’ autonomous motivation in physical education and leisure time |
| title_full_unstemmed | The role of teachers (de-)motivational styles on students’ autonomous motivation in physical education and leisure time |
| title_short | The role of teachers (de-)motivational styles on students’ autonomous motivation in physical education and leisure time |
| title_sort | role of teachers de motivational styles on students autonomous motivation in physical education and leisure time |
| topic | autonomy support structure chaos controlled behavior basic psychological needs motivation physical education leisure time adolescents self-determinant theory |
| url | https://www.balticsportscience.com/journal/vol15/iss4/5/ |
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