BLIND JSEP SECOND REVISION 121007.pdf (201.21 kB)
Download file

A self-determination theory approach to understanding antecedents of teachers' motivational strategies in physical education

Download (201.21 kB)
journal contribution
posted on 29.07.2014, 10:10 by Ian TaylorIan Taylor, Nikos Ntoumanis, Martyn Standage
Physical Education (PE) teachers can influence students’ self-determination through the motivational strategies that they use. The present study examined how teachers’ reported use of three motivational strategies (providing a meaningful rationale, providing instrumental help and support, and gaining an understanding of the students) were predicted by perceived job pressure, perceptions of student self-determination, and their autonomous orientation, psychological need satisfaction, and self-determination to teach. Structural equation modeling supported a model in which perceived job pressure, perceptions of student selfdetermination and teacher autonomous orientation predicted teacher psychological need satisfaction, which, in turn positively influenced teacher self-determination. The latter positively predicted the use of all three strategies. Direct positive effects of teachers’ psychological need satisfaction on the strategies of gaining an understanding of students and instrumental help and support were also found. In summary, factors that influence teacher motivation may also indirectly affect their motivational strategies towards students.

History

School

  • Sport, Exercise and Health Sciences

Published in

Journal of Sport and Exercise Psychology

Volume

30

Issue

(1)

Pages

75 - 94

Citation

TAYLOR, I.M., NTOUMANIS, N. and STANDAGE, M., 2008. A self-determination theory approach to understanding antecedents of teachers' motivational strategies in physical education. Journal of Sport and Exercise Psychology, 30 (1), pp. 75-94.

Publisher

© Human Kinetics, Inc.

Version

AM (Accepted Manuscript)

Publication date

2008

Notes

This version of this article is as accepted for publication.

ISSN

0895-2779

eISSN

1543-2904

Language

en