Student Perceptions of Instructional Choices in Middle School Physical Education

被引：25

作者：

Agbuga, Bulent ^{[1
]}

Xiang, Ping ^{[2
]}

McBride, Ron E. ^{[2
]}

Su, Xiaoxia ^{[2
]}

机构：

[1] Pamukkale Univ, Dept Phys Educ & Sport, Denizli, Turkey

[2] Texas A&M Univ, Dept Hlth & Kinesiol, College Stn, TX USA

来源：

JOURNAL OF TEACHING IN PHYSICAL EDUCATION | 2016年 / 35卷 / 02期

关键词：

instructional choices; self-determination theory; Turkish students; physical education; PERCEIVED AUTONOMY SUPPORT; TRANS-CONTEXTUAL MODEL; SELF-DETERMINATION THEORY; INTRINSIC MOTIVATION; NEED SATISFACTION; ENGAGEMENT; TEACHERS; CLASSROOM; BEHAVIOR;

D O I：

10.1123/jtpe.2015-0010

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Purpose: Framed within self-determination theory, this study examined relationships among perceived instructional choices (cognitive, organizational, and procedural), autonomy need satisfaction, and engagement (behavioral, cognitive, and emotional) among Turkish students in middle school physical education. Methods: Participants consisted of 246 (124 boys, 122 girls) middle school students enrolled in physical education classes at four public schools in the west Turkey. Questionnaires were used to collect the data. Results: Perceived cognitive, organizational and procedural choices were found all important to students', autonomy need satisfaction and/or engagement. Autonomy need satisfaction fully or partially mediated the relationships between perceived instructional choices and engagement. Discussion/Conclusion: The study provides empirical data that instructional choices supported student autonomy need satisfaction, and were related to student engagement in middle school physical education.

引用

页码：138 / 148

页数：11

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