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A teacher-focused intervention to decrease PE students' amotivation by increasing need satisfaction and decreasing need frustration
Cheon, Sung Hyeon Reeve, Johnmarshall Song, Yong-Gwan
Cheon, Sung Hyeon
Reeve, Johnmarshall
Song, Yong-Gwan
Abstract
Intervention-induced gains in need satisfaction decrease PE students’ amotivation. The present study adopted a dual-process model to test whether an intervention could also decrease need frustration and hence provide a second supplemental source to further decrease students’ PE amotivation. Using an experimental, longitudinal research design, 19 experienced PE teachers (9 experimental, 10 control) and their 1,017 students participated in an intervention program to help teachers become both more autonomy supportive and less controlling. Multilevel repeated measures analyses showed that students of teachers in the experimental group reported greater T2, T3, and T4 perceived autonomy support, need satisfaction, and engagement and lesser T2, T3, and T4 perceived teacher control, need frustration, and amotivation than did students of teachers in the control group. Multilevel structural equation modeling analyses confirmed the hypothesized dual-process model in which both intervention-induced increases in need satisfaction and intervention-induced decreases need frustration decreased students’ end-of-semester amotivation. We discuss the theoretical and practical implications of this new finding on the dual antecedents of diminished amotivation.
Keywords
amotivation, autonomy support, dual-process model, intervention, need frustration, need satisfaction
Date
2016
Type
Journal article
Journal
Journal of Sport and Exercise Psychology
Book
Volume
38
Issue
3
Page Range
217-235
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled