NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ870147
Record Type: Journal
Publication Date: 2009-Mar
Pages: 10
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0270-1367
Effects of Teacher Autonomy Support and Students' Autonomous Motivation on Learning in Physical Education
Shen, Bo; McCaughtry, Nate; Martin, Jeffrey; Fahlman, Mariane
Research Quarterly for Exercise and Sport, v80 n1 p44-53 Mar 2009
This study applied self-determination theory to investigate the effects of students' autonomous motivation and their perceptions of teacher autonomy support on need satisfaction adjustment, learning achievement, and cardiorespiratory fitness over a 4-month personal conditioning unit. Participants were 253 urban adolescents (121 girls and 132 boys, ages = 12-14 years). Based on a series of multiple regression analyses, perceived autonomy support by teachers significantly predicted students' need satisfaction adjustment and led to learning achievement, especially for students who were not autonomously motivated to learn in physical education. In turn, being more autonomous was directly associated with cardiorespiratory fitness enhancement. The findings suggest that shifts in teaching approaches toward providing more support for students' autonomy and active involvement hold promise for enhancing learning. (Contains 4 tables and 1 note.)
American Alliance for Health, Physical Education, Recreation and Dance. 1900 Association Drive, Reston, VA 20191. Tel: 800-213-7193; Fax: 703-476-9527; e-mail: info@aahperd.org; Web site: http://www.aahperd.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan