Teacher motivational strategies and student self-determination in physical education

By I. Taylor, Nikos Ntoumanis. 2007

465 citations recorded by the source corpus.

Physical education teachers can influence students' self-determination through the motivational strategies they use. In this study, the authors examined the relationship between teachers' perceptions of class average self-determination, the teachers' self-determination, and their reported use of 3 motivational strategies: autonomy support, structure, and involvement. They examined the relationship between the 3 motivational strategies, students' perceptions of psychological need satisfaction, and students' self-determination. They also investigated the relationship between teachers' and students' self-determination. Multilevel and standard regression analyses revealed that teachers' perceptions of class average self-determination predicted their reported use of the motivational strategies, and this relationship was mediated by their own self-determination. Student perceptions of the three strategies had a positive effect on their own self-determination, and this relationship was mediated by their reported satisfaction of autonomy and competence. Finally, teachers' self-determination did not predict students' self-determination. The importance of promoting an adaptive motivational climate for both teachers and students is discussed with reference to self-determination theory.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c7d680074c1a56ff579a30a66303e77b3167b0a3

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Social Context as a Determinant of Teacher Motivational Strategies in Physical Education (2009, methodology): “Previous research (e.g., Pelletier et al., 2002; Taylor & Ntoumanis, 2007) has similarly found that teacher perceptions of student motivation were related to the degree of autonomy support they provided.”
Transferring motivation from educational to extramural contexts: a review of the trans-contextual model (2011, unknown): “In fact, there is some evidence that support for autonomy does not always lead to changes in autonomy support (Taylor & Ntoumanis, 2007).”
Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students? (2009, background): “There is some evidence that autonomy and competence are more reliable predictors of students’ positive outcomes than is relatedness (Taylor & Ntoumanis, 2007), and this pattern also seems to hold for measures of engagement (Deci et al., 2001; Standage et al., 2005), although some studies have shown…”
Associations between students' perceptions of physical education teachers' interpersonal styles and students' wellness, knowledge, performance, and intentions to persist at physical activity: A self‐determination theory approach (2018, background): “…behaviors and a range of important PE outcomes such as motivation, persistence, and well-being (e.g., Cheon, Reeve, & Moon, 2012; Ntoumanis, 2001; Taylor & Ntoumanis, 2007; Tessier, Sarrazin, & https://doi.org/10.1016/j.psychsport.2018.07.003 Received 22 May 2017; Received in revised form 9 July…”
Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter? (2013, background): “Research in the domain of physical education has indeed shown that teachers’ need support in terms of autonomy support, structure, and relatedness support is positively related to satisfaction of the three basic psychological needs (Taylor & Ntoumanis, 2007).”
Self-regulation and autonomy in problem- and project-based learning environments (2013, background): “Allowing students to become part of the decision-making process and helping them develop self-regulation and self-monitoring skills also promote engagement and persistence at learning (Ratelle et al., 2007; Taylor and Ntoumanis, 2007).”
Within-person profiles of teachers' motivation to teach: Associations with need satisfaction at work, need-supportive teaching, and burnout (2014, background): “…provision of positive feedback, instrumental help and support, and involvement refers to having warm interactions and gaining an understanding of the students (Belmont, Skinner, Wellborn, & Connell, 1988; Pelletier, Seguin-Levesque, & Legault, 2002; Taylor & Ntoumanis, 2007; Taylor et al., 2008).”
Perceived coach-autonomy support, basic need satisfaction and the well- and ill-being of elite youth soccer players: A longitudinal investigation (2012, result): “Research in PE has supported this assumption (e.g., Taylor & Ntoumanis, 2007), and it would be interesting for future studies to address this research gap in the sport domain.”
Measuring student motivation for physical education: examining the psychometric properties of the Perceived Locus of Causality Questionnaire and the Situational Motivation Scale (2011, methodology): “These measures have been used extensively to study PE motivation in Western countries, especially in the United Kingdom (UK) (e.g., Ntoumanis, 2001, 2005; Standage, Duda, et al., 2003; Standage, Treasure, et al., 2003; Taylor & Ntoumanis, 2007).”
Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction (2021, methodology): “In contrast, however, Taylor and Ntoumanis (2007) found no significant link between self-reported motivations of teachers and their students (both in aggregate and for each subscale).”
Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach (2019, background): “Vignettes have the advantage of being embedded in more authentic situations, and thus likely carry high (ecological) validity (Evans et al., 2015; Taylor & Ntoumanis, 2007).”
Motivation in physical education classes (2009, background): “Taylor and Ntoumanis (2007) examined this question using a sample of 787 British PE students taught by 51 PE teachers.”