Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory.

Inhalt

Literaturnachweis - Detailanzeige

Trefferliste

Autor/Urheber	Antonio Baena-Extremera; Antonio Granero-Gallegos; Raúl Baños; María del Mar Ortiz-Camacho
Institution	MDPI AG
Titel	Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory.
Quelle	In: 2071-1050; doi:10.3390/su10103613; Sustainability, Vol 10, Iss 10, p 3613 (2018)(2018) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.3390/su10103613
Schlagwörter	physical education; motivation; structural equations; satisfaction; Environmental effects of industries and plants; TD194-195; TJ807-830; Environmental sciences; GE1-350
Abstract	Objectives: The aim of this study was to analyze a model of prediction of satisfaction with bilingual physical education from basic psychological needs and motivation. Methods: The sample consisted of 758 students (347 men and 411 women) in secondary education in Spain, aged between 13 years and 18 years (M = 15.22, SD = 1.27). Questionnaires of the Scale of Psychological Basic Needs, Perceived Locus of Causality, and the bilingual Scale Satisfaction Instrument (SSI-PE), all adapted to physical education were used in the exercise. Results: Descriptive analyses, correlation and structural equation models were performed. Intrinsic motivation showed a high and positive relationship with identity regulation and satisfaction/fun, and boredom negatively correlated with all scales except amotivation. Conclusion: The equations in this model prove that autonomy is the best predictor of intrinsic motivation, and that this is the best predictor of satisfaction in bilingual physical education.
Erfasst von	BASE - Bielefeld Academic Search Engine