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首页> 外文期刊>Scandinavian Journal of Educational Research >Autonomy-Mastery, Supportive or Performance Focused? Different teacher behaviours and pupils' outcomes in physical education
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Autonomy-Mastery, Supportive or Performance Focused? Different teacher behaviours and pupils' outcomes in physical education

机译：自主掌握，支持还是注重绩效？体育教学中不同的教师行为和学生的学习成绩

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摘要

We investigated the role of motivational climates, teacher autonomy support, perceived competence and autonomy on pupils' self-regulated motivation in physical education (PE) classes of Norwegian 10th-graders. Path analyses revealed that a mastery climate and teacher autonomy support both (a) positively influenced intrinsically regulated motivation as measured by the relative autonomy index (RAI) and by the intrinsic motivation subdimension, and (b) negatively influenced amotivation. Perceived competence, but not perceived autonomy, significantly and partially mediated these relationships. Unmediated by perceived competence, a performance climate was found to facilitate amotivation. A mastery climate, autonomy support, perceived competence and intrinsically regulated motivation predicted enhanced levels of interest/enjoyment in PE. Intrinsically regulated motivation and perceived competence predicted after-school physical activity. Findings suggest that blending achievement goal theory and self-determination theory add to our understanding of motivational, affective and behavioural outcomes in school physical education.
机译：我们调查了动机环境，教师自主支持，感知能力和自主性在挪威10年级学生体育（PE）课程中对学生自我调节动机的作用。路径分析表明，精通的氛围和教师的自主权都支持（a）相对影响自主调节的内在调节动机，该相对调节力是通过相对自治指数（RAI）和内在动力维度来衡量的；以及（b）负面影响了积极性。感知能力，但不感知自主性，在很大程度上和部分地调节了这些关系。不受感知能力的影响，发现绩效氛围可促进激励。精通的氛围，自主权的支持，感知的能力和内在调节的动机预示着体育锻炼的兴趣/享受水平将提高。本质上调节的动机和感知能力预测了课余体育活动。研究结果表明，将成就目标理论与自我决定理论相结合，可以加深我们对学校体育中动机，情感和行为结果的理解。

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