Self-Determination Theory Applied to Physical Education: A Systematic Review and Meta-Analysis

Autor/inn/en	Vasconcellos, Diego; Parker, Philip D.; Hilland, Toni; Cinelli, Renata; Owen, Katherine B.; Kapsal, Nathanial; Lee, Jane; Antczak, Devan; Ntoumanis, Nikos; Ryan, Richard M.; Lonsdale, Chris
Titel	Self-Determination Theory Applied to Physical Education: A Systematic Review and Meta-Analysis
Quelle	In: Journal of Educational Psychology, 112 (2020) 7, S.1444-1469 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vasconcellos, Diego) ORCID (Lee, Jane) ORCID (Antczak, Devan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000420
Schlagwörter	Self Determination; Physical Education; Personal Autonomy; Correlation; Structural Equation Models; Meta Analysis; Outcomes of Education; Research Reports; Student Motivation; Self Control; Peer Influence; Teacher Influence; Path Analysis; Behavior Theories; Competence; Cultural Background; Age Differences; Gender Differences; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Selbstbestimmung; Körpererziehung; Sportunterricht; Individuelle Autonomie; Korrelation; Meta-analysis; Metaanalyse; Lernleistung; Schulerfolg; Research report; Forschungsbericht; Schulische Motivation; Selbstbeherrschung; Pfadanalyse; Kompetenz; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt
Abstract	In this review we examine the evidence regarding self-determination theory within the school physical education context. We applied a multilevel structural equation modeling approach to meta-analyze data from a systematic review that identified 265 relevant studies. In line with theory, autonomous motivation was positively correlated with adaptive outcomes and negatively correlated with maladaptive outcomes. Introjected regulation was modestly correlated with both adaptive and maladaptive outcomes. External regulation and amotivation both showed negative relationships with adaptive outcomes, and positive relationship with maladaptive outcomes. Also supporting SDT, autonomy, competence, and relatedness satisfactions were strongly correlated with autonomous student motivation, and less strongly, but still positively, correlated with introjected regulation. Weak negative correlations were found between autonomy, competence, and relatedness and external regulation. Amotivation had moderate negative correlations with needs satisfaction. Findings further revealed that teachers more greatly impact classroom experiences of autonomy and competence, whereas relatedness in physical education is associated with both peer and teacher influences. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01