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首页> 外文期刊>Trends in Ecology & Evolution >Autonomy support in physical education promotes autonomous motivation towards leisure-time physical activity: evidence from a sample of Chinese college students
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Autonomy support in physical education promotes autonomous motivation towards leisure-time physical activity: evidence from a sample of Chinese college students

机译：体育中的自治支持促进了对休闲体育活动的自治动机：来自中国大学生样本的证据

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摘要

Based on the trans-contextual model, two studies aimed to test whether autonomy-supportive physical education (PE) promotes autonomous motivation towards leisure-time physical activity among Chinese college students. Study 1 was conducted in September 2015 and used a cross-sectional design. Participants were students who provided data on perceived autonomy support and motivation for physical activity. Regression analysis was used to analyze the data. Study 2 took place from September to December 2015 and employed an experimental design. Participants were PE teachers and their students. The teachers were randomized to either an intervention or a control group and those in the intervention group received a 3-month long autonomy-supportive intervention program. Their students provided data on motivation. The data were analyzed with repeated measurement analysis of variance. A total of 681 students aged 16-26 years participated in Study 1. Perceived autonomy support predicted autonomous motivation in PE (beta = 0.18, P = 0.001), which in turn predicted autonomous motivation towards leisure-time physical activity (beta = 0.51, P = 0.001). Ten PE teachers (28-53 years) and 258 students (16-26 years) participated in Study 2. Students who were educated by the intervention teachers had significantly stronger autonomous motivation towards leisure-time physical activity than students educated by the control teachers after the intervention, (F = 12.41, P = 0.001). The results suggest that PE may serve as an effective platform to promote an active lifestyle among Chinese college students when teachers provide students with an experience of autonomy.
机译：基于跨上下文模型，两项研究旨在测试自主支持的体育（PE）是否促进了中国大学生休闲运动的自主动机。研究1是2015年9月进行的，并使用了横截面设计。参与者是提供关于感知自主支持和体育活动动机的数据的学生。回归分析用于分析数据。学习2从9月到2015年12月开始，采用了实验设计。参与者是PE教师和学生。教师随机分为干预或对照组，干预组中的人获得了3个月的长期自主支持干预计划。他们的学生提供了有关动机的数据。通过反复测量分析的方差分析数据。共有681名16-26岁的学生参加了研究1.感知自治支持PE（β= 0.18，P = 0.001）中的自主动机，这反过来预测了对休闲物理活动的自主动力（Beta = 0.51， p = 0.001）。十个体育教师（28-53岁）和258名学生（16-26岁）参加了学习2.由干预教师接受教育的学生对休闲时间的自主动力大大比受管制教师受到教育的学生干预措施（f = 12.41，p = 0.001）。结果表明，当教师为学生提供自主体验时，PE可以作为促进中国大学生积极生活方式的有效平台。

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