The Roles of Perceived Teacher Support, Motivational Climate, and Psychological Need Satisfaction in Students' Physical Education Motivation

Anne Cox ^[1] ; Lavon Williams ^[2]
1. [1] Illinois State University
  
  Illinois State University
  
  Township of Normal, Estados Unidos
2. [2] Guilford College
  
  Guilford College
  
  Township of Morehead, Estados Unidos
Localización: Journal of sport and exercise psychology, ISSN 0895-2779, Vol. 30, Nº. 2, 2008, págs. 222-239
Idioma: inglés
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Resumen
- Research illustrates the positive roles of perceived competence, autonomy, and mastery climate and the negative role of performance climate in student motivation in physical education. Less research has examined perceptions of relationships within this setting (i.e., perceived teacher support and relatedness) and their role in student motivation. The purpose of this study was to test the mediating roles of perceived competence, autonomy, and relatedness in the relationship between social contextual factors and motivation in physical education students (N = 508). Results from structural equation modeling showed that perceived competence, autonomy, and relatedness partially mediated the relationship between perceived teacher support and self-determined motivation and that mastery climate related directly to self-determined motivation. The results highlight the importance of perceived teacher support, mastery climate, and relatedness to motivation in physical education