Perceptions of teacher’s feedback and learning environment as predictors of intrinsic motivation in physical education

By A. Koka, V. Hein. 2003

206 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c90a498002ce75b841d74ee91586aaf0b18e18aa

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In Experimental and Cognitive Psychology

In Physical Therapy, Sports Therapy and Rehabilitation

In Social Psychology

Citations in the corpus

Positive social-comparative feedback enhances motor learning in children (2012, background): “…conditions that induce positive feelings related to participants’ performance results can boost perceptions of competence and self-efficacy as well as motor performance and learning (Allen & Howe, 1998; Amorose & Horn, 2000; Koka & Hein, 2003; Mouratidis, Vansteenkiste, Lens, & Sideridis, 2008).”
Identifying Configurations of Perceived Teacher Autonomy Support and Structure: Associations with Self-Regulated Learning, Motivation and Problem Behavior. (2012, background): “For instance, the provision of positive feedback has been found to promote intrinsic enjoyment (e.g., Mouratidis, Vansteenkiste, Lens, & Sideridis, 2008) and engagement (e.g., Koka & Hein, 2003).”
When change-oriented feedback enhances motivation, well-being and performance: A look at autonomy-supportive feedback in sport (2013, background): “…mainly either highlighted the negative impact of giving change-oriented feedback compared to providing promotion-oriented feedback or no feedback (Koka & Hein, 2003; Vallerand & Reid, 1984; Whitehead & Corbin, 1991), or documented the impact of the quantity of change-oriented feedback on various…”
Self-determination Theory and the psychology of exercise (2008, background): “…as autonomy support (Edmunds et al., 2007) and people’s perceptions that the motivational context is supportive of their autonomous motivation (Hagger et al., 2003, 2005; Koka & Hein, 2003; Standage et al., 2005; Hein & Koka, 2007), have also been linked with autonomous motivational regulations.”
Why Grades Engender Performance Avoidance Goals: The Mediating Role of Autonomous Motivation (2011, background): “This would provide a more stringent test of the hypothesized grade to performance-avoidance relationship, as teacher feedback, even comment based, could be perceived as potentially threatening (Koka & Hein, 2003; Peters, 1978).”
Research on self-determination in physical education: key findings and proposals for future research (2014, background): “Intrinsic and extrinsic motivation are dynamically related to each other as various studies found that externally controlling factors, like rewards, threats, or punishments can erode intrinsic motivation (Deci, Koestner, and Ryan 1999; Koka and Hein 2003; Vansteenkiste and Deci 2003).”