Psychological needs satisfaction, self-determined motivation, and physical activity of students in physical education. Comparison across gender and school levels.

Autor/inn/en	Wang, Lijuan; Chen, Ruzhuan
Titel	Psychological needs satisfaction, self-determined motivation, and physical activity of students in physical education. Comparison across gender and school levels. Gefälligkeitsübersetzung: Befriedigung psychologischer Bedürfnisse, selbstbestimmte Motivation und körperliche Aktivität von Schülern im Sportunterricht. Vergleich zwischen Geschlechtern und Schulniveaus.
Quelle	In: European journal of sport science, 22 (2022) 10, S. 1577-1585 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1536-7290; 1746-1391
DOI	10.1080/17461391.2021.1978558
Schlagwörter	Empirische Untersuchung; Autonomie; Lebensalter; Geschlechtsspezifischer Unterschied; Autonomie; China; Geschlecht; Grundschule; Lebensalter; Motivation; Schüler; Sportpsychologie; Schulsport; Sportunterricht; Sportpädagogik; Grundschule; Primarbereich; Sekundarbereich; Schüler; Motivation; Geschlecht; Bewegungsaktivität; Schulsport; Sportpsychologie; Sportpädagogik; Sportunterricht; China
Abstract	This study applies self-determination theory (SDT) to test the hypothesised relationships amongst three basic psychological needs, level of self-determined motivation (i.e. self-determination index, SDI) and moderate-to-vigorous physical activity (MVPA) of Chinese elementary and secondary school students during their physical education (PE) in Shanghai, China. Gender and school-level differences in these relationships are also explored. The participants comprise 1829 students from three elementary and secondary schools in Shanghai, China. Accelerometers are used to measure the MVPA duration of the participants in PE. The Self-regulation Questionnaire and the Psychological Needs Satisfaction Scale are completed by the participants to assess PE motivation and the three psychological needs of students. The structural equation modelling (SEM) results show that the hypothesised model has a good fit with our data. Autonomy, competence, and relatedness are positively associated with SDI for MVPA. The SDI is positively related to the time spent by students in MVPA in PE. The multi-group path analysis results reveal that the relationship between SDI and MVPA is stronger for secondary school students than elementary students. Overall, our findings support the applicability of SDT in understanding and promoting the physical activities amongst Chinese school students in PE. Accordingly, intervention should be conducted to develop autonomy, competence and social relatedness of elementary and secondary school students. Additional efforts are required to encourage elementary school students to be more self-determinant in PE classes. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2023/1