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This study investigated changes in student motivation to participate in physical education and some determinants of these changes over a period of 3 years. Measures were taken twice a year, from age 13 until age 15, from a sample of Greek junior high school students. Multilevel modeling analyses showed significant decreases in task-involving teacher climate, relatedness, identified regulation, and intrinsic motivation. In contrast, there were significant increases in ego-involving climate and amotivation. For some of these variables, the observed linear decreases or increases were somewhat reversed by the beginning of the last year of junior high school. No significant changes were observed in competence need satisfaction and in extrinsic and introjected regulations. The authors found substantial between-student variability in the intercepts and growth trajectories of most variables, and therefore they tested a number of theoretical and demographic predictors to partly account for such variations. The results indicate that increases in maladaptive motivation in physical education over time are not uniform across all students and may be partly tackled by facilitating competence need satisfaction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
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Physical education teachers can influence students' self-determination through the motivational strategies they use. In this study, the authors examined the relationship between teachers' perceptions of class average self-determination, the teachers' self-determination, and their reported use of 3 motivational strategies: autonomy support, structure, and involvement. They examined the relationship between the 3 motivational strategies, students' perceptions of psychological need satisfaction, and students' self-determination. They also investigated the relationship between teachers' and students' self-determination. Multilevel and standard regression analyses revealed that teachers' perceptions of class average self-determination predicted their reported use of the motivational strategies, and this relationship was mediated by their own self-determination. Student perceptions of the three strategies had a positive effect on their own self-determination, and this relationship was mediated by their reported satisfaction of autonomy and competence. Finally, teachers' self-determination did not predict students' self-determination. The importance of promoting an adaptive motivational climate for both teachers and students is discussed with reference to self-determination theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
3.
Assessing the motivational responses of 328 secondary school students, this study examined a model of student motivation in physical education that incorporated constructs from achievement goal and self-determination theories. The focus was on the prediction of students' intention to partake in physical activity outside of physical education. Structural equation modeling analysis supported a model in which an autonomy-supportive climate, and to a lesser extent perceptions of a mastery climate, positively impacted hypothesized mediating variables (i.e., autonomy, competence, relatedness) to foster self-determined motivation. Self-determined motivation was found to positively predict, whereas amotivation was a negative predictor of leisure-time physical activity intentions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
4.
This study examined whether contextual and personal motivational variables, taken from self-determination theory, could predict student cognitive and affective experiences in school physical education (PE), as well as participation in optional PE in the following school year. Structural equation modeling analysis with a sample of 302 British adolescents showed that need support provided by the PE teachers was related to student need satisfaction, which in turn predicted self-determined motivation. The latter predicted directly various motivational indices and indirectly future participation in optional PE. Furthermore, multivariate analysis of variance tests showed that those who opted for PE (n = 171), compared with those who did not (n = 131), reported more positive motivational experiences in the previous school year. The findings call for the promotion of self-determined motivation in PE in order to enhance student positive experiences and participation rates. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
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