The Influence of Inadequate Teacher-to-Student Social Support on Amotivation of Physical Education Students

• Autores: Bo Shen, Li Weidong, Bernard Rukavina
• Localización: Journal of teaching in physical education, ISSN 0273-5024, Vol. 29, Nº. 4, 2010, págs. 417-432
• Idioma: inglés
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• Dialnet Métricas: 4 Citas
• Resumen

  • Guided by Green-Demers, Leagult, Pelletier, and Pelletier�s (2008) assumption that amotivation (absence of motivation) is a multidimensional construct, we designed this study to investigate the influence of inadequate teacher-to-student social support on amotivation of high-school physical education students. Five hundred and sixty-six ninth graders completed questionnaires assessing psychological constructs and intentions for future physical education participation while physical education teachers rated their students� in-class effort. Structural equation modeling analysis revealed that perceived teachers� inadequate supports in autonomy, competence, and relatedness were associated with different subtypes of amotivation. In turn, amotivation impeded in-class effort and intention for future physical education participation. The findings indicate that diminished social support from teachers may act as a significant factor resulting in students� amotivation. The multidimensional nature of amotivation should be identified and instructionally addressed during teaching and learning.