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首页> 美国卫生研究院文献>International Journal of Environmental Research and Public Health >Understanding Physical Activity Intentions in Physical Education Context: A Multi-Level Analysis from the Self-Determination Theory
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Understanding Physical Activity Intentions in Physical Education Context: A Multi-Level Analysis from the Self-Determination Theory

机译：在体育背景下理解体育活动意图：基于自决理论的多层次分析

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摘要

Using self-determination theory as a framework, we aimed to study the relationships between perceived need support and need satisfaction with self-determined motivation and extracurricular physical activity intentions in the physical education (PE) classroom, including sex and out-of-school sport participation as moderators. Additionally, we aimed to test whether a need-supportive classroom environment in PE moderates these associations. Participants were 1259 students (556 males) aged between 12 to 16 years (Mage = 13.46 years; SD = 0.74) from 77 PE classes. At the student level we found (a) need satisfaction to predict positively autonomous motivation and negatively amotivation, and (b) autonomous motivation to predict positively and amotivation to predict negatively intentions to undertake extracurricular physical activities. At the classroom level, in need-supportive classes males benefit more than females in terms of increased autonomous motivation while females benefit more than males in terms of decreased amotivation. Finally, class-level perceived need support moderated (i.e., attenuated) the negative association between need satisfaction and amotivation and between amotivation and intentions. These results suggest a buffering role that a need-supportive classroom environment may have on students’ motivation and behavior.
机译：我们以自我决定理论为框架，旨在研究在体育课堂中自我决定的动机和课外体育活动意图对感知的需求支持和需求满意度之间的关系，包括性和校外运动作为主持人参加。此外，我们旨在测试体育教育中需要支持的教室环境是否会适度这些关联。参加者来自77个体育课，年龄在12至16岁之间（年龄= 13.46岁； SD = 0.74），共有1259名学生（556名男性）。在学生层面，我们发现（a）满足需要以预测积极自主的动机和消极动机，以及（b）自主动机预测积极的动机和消极预测从事课外体育活动的意图的动机。在教室一级，在需要支持的班级中，男性在增加自主动机方面比女性受益更多，而女性在减少动机方面则比男性受益更多。最后，阶层级的感知需求支持缓和了（即减弱了）需求满意度与动机之间以及动机与意图之间的负面关联。这些结果表明，需要支持的课堂环境可能会对学生的动机和行为起到缓冲作用。

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