Vitality and Interest-Enjoyment as a Function of Class-to-Class Variation in Need-Supportive Teaching and Pupils' Autonomous Motivation

Autor/inn/en	Mouratidis, Athanasios A.; Vansteenkiste, Maarten; Sideridis, Georgios; Lens, Willy
Titel	Vitality and Interest-Enjoyment as a Function of Class-to-Class Variation in Need-Supportive Teaching and Pupils' Autonomous Motivation
Quelle	In: Journal of Educational Psychology, 103 (2011) 2, S.353-366 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0022773
Schlagwörter	Evidence; Control Groups; Physical Education; Field Studies; Females; Self Determination; Student Motivation; Students; Investigations; Foreign Countries; Student Interests; Evaluation Methods; Student Needs; Educational Psychology; Educational Environment; Grade 5; Grade 6; Greece + Suchen Sie Ihr Suchwort? Evidenz; Körpererziehung; Sportunterricht; Praxisforschung; Weibliches Geschlecht; Selbstbestimmung; Schulische Motivation; Student; Schüler; Schülerin; Studentin; Untersuchung; Ausland; Studieninteresse; Erziehungspsychologie; Pädagogische Psychologie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Griechenland
Abstract	In 2 quasi-experimental field studies in a real-life physical education (PE) setting, the authors investigated whether the interest-enjoyment and vitality of Greek pupils (age range, 10-12 years) varied from class to class as a function of the class-to-class variation in the manipulated motivational environment (Studies 1 and 2) and pupils' relative autonomous motivation (Study 2). In Study 1, multilevel analyses showed at the within-student level that students (N = 138, 48.6% boys and 51.4% girls) reported, on average, more interest-enjoyment and vitality after a need-supportive, relative to a typical (i.e., control group), PE class. This main effect was replicated in Study 2 (N = 155, 53.6% boys and 46.4% girls), and Study 2 findings further showed at the between-student level that interest-enjoyment was somewhat higher among pupils scoring higher in relative autonomous motivation. Moreover, Study 2 provided evidence for an interaction effect such that pupils with high, as compared with those with low, relative autonomous motivation benefited significantly more from a need-supportive class. Perceived need support was found to fully explain the effects of manipulated need support on interest-enjoyment and vitality. Results are discussed within the self-determination theory (Deci & Ryan, 2000). (Contains 2 footnotes, 4 tables, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10