Effect of autonomy support on self-determined motivation in elementary physical education

Yu Kai Chang, Senlin Chen, Kun Wei Tu, Li Kang Chi

研究成果: 雜誌貢獻文章

6 引文 (Scopus)

摘要

Using the quasi-experimental design, this study examined the effect of autonomy support on self-determined motivation in elementary school physical education (PE) students. One hundred and twenty six participants were assigned to either the autonomy support group (n = 61) or the control group (n = 65) for a six-week intervention period. Perceived teacher autonomy, perceived autonomy in PE, and self-determined motivation in PE were pre- and post-tested using validated questionnaires. Significant increases in perceived teacher autonomy and perceived autonomy in PE were observed in the autonomy support group, but not in the control group. Intrinsic motivation was higher in the autonomy support group than that in the control group. From an experimental perspective, these findings suggest that the autonomy support was successfully manipulated in the PE classes, which in turn increased the students’ perceived autonomy and intrinsic motivation.

原文英語
頁(從 - 到)460-466
頁數7
期刊Journal of Sports Science and Medicine
15
發行號3
出版狀態已發佈 - 2016 九月

指紋

Physical Education and Training
Self-Help Groups
Control Groups
Students
Research Design

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine
  • Physical Therapy, Sports Therapy and Rehabilitation

引用此文

Effect of autonomy support on self-determined motivation in elementary physical education. / Chang, Yu Kai; Chen, Senlin; Tu, Kun Wei; Chi, Li Kang.

於: Journal of Sports Science and Medicine, 卷 15, 編號 3, 09.2016, p. 460-466.

研究成果: 雜誌貢獻文章

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