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Observing physical education teachers' need-supportive interactions in classroom settings

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Abstract
According to self-determination theory, teachers can motivate students by supporting their psychological needs for relatedness, competence, and autonomy. The present study complements extant research (most of which relied on self-report measures) by relying on observations of need-supportive teaching in the domain of physical education (PE), which allows for the identification of concrete, real-life examples of how teacher need support manifests in the classroom. Seventy-four different PE lessons were coded for 5-min intervals to assess the occurrence of 21 need-supportive teaching behaviors. Factor analyses provided evidence for four interpretable factors, namely, relatedness support, autonomy support, and two components of structure (structure before and during the activity). Reasonable evidence was obtained for convergence between observed and student perceived need support. Yet, the low interrater reliability for two of the four scales indicates that these scales need further improvement.
Keywords
SELF-DETERMINATION THEORY, motivation, need support, self-determination theory, DETERMINATION THEORY PERSPECTIVE, observation, teaching behavior, STUDENTS ENGAGEMENT, BEHAVIOR, SCHOOL, EXPERIENCES, CHOICE, AUTONOMY SUPPORT, INTRINSIC MOTIVATION, UNINTERESTING ACTIVITY

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Chicago
Haerens, Leen, Nathalie Aelterman, Lynn Van den Berghe, Jotie De Meyer, Bart Soenens, and Maarten Vansteenkiste. 2013. “Observing Physical Education Teachers’ Need-supportive Interactions in Classroom Settings.” Journal of Sport & Exercise Psychology 35 (1): 3–17.
APA
Haerens, L., Aelterman, N., Van den Berghe, L., De Meyer, J., Soenens, B., & Vansteenkiste, M. (2013). Observing physical education teachers’ need-supportive interactions in classroom settings. JOURNAL OF SPORT & EXERCISE PSYCHOLOGY, 35(1), 3–17.
Vancouver
1.
Haerens L, Aelterman N, Van den Berghe L, De Meyer J, Soenens B, Vansteenkiste M. Observing physical education teachers’ need-supportive interactions in classroom settings. JOURNAL OF SPORT & EXERCISE PSYCHOLOGY. 2013;35(1):3–17.
MLA
Haerens, Leen, Nathalie Aelterman, Lynn Van den Berghe, et al. “Observing Physical Education Teachers’ Need-supportive Interactions in Classroom Settings.” JOURNAL OF SPORT & EXERCISE PSYCHOLOGY 35.1 (2013): 3–17. Print.
@article{3136669,
  abstract     = {According to self-determination theory, teachers can motivate students by supporting their psychological needs for relatedness, competence, and autonomy. The present study complements extant research (most of which relied on self-report measures) by relying on observations of need-supportive teaching in the domain of physical education (PE), which allows for the identification of concrete, real-life examples of how teacher need support manifests in the classroom. Seventy-four different PE lessons were coded for 5-min intervals to assess the occurrence of 21 need-supportive teaching behaviors. Factor analyses provided evidence for four interpretable factors, namely, relatedness support, autonomy support, and two components of structure (structure before and during the activity). Reasonable evidence was obtained for convergence between observed and student perceived need support. Yet, the low interrater reliability for two of the four scales indicates that these scales need further improvement.},
  author       = {Haerens, Leen and Aelterman, Nathalie and Van den Berghe, Lynn and De Meyer, Jotie and Soenens, Bart and Vansteenkiste, Maarten},
  issn         = {0895-2779},
  journal      = {JOURNAL OF SPORT \& EXERCISE PSYCHOLOGY},
  keyword      = {SELF-DETERMINATION THEORY,motivation,need support,self-determination theory,DETERMINATION THEORY PERSPECTIVE,observation,teaching behavior,STUDENTS ENGAGEMENT,BEHAVIOR,SCHOOL,EXPERIENCES,CHOICE,AUTONOMY SUPPORT,INTRINSIC MOTIVATION,UNINTERESTING ACTIVITY},
  language     = {eng},
  number       = {1},
  pages        = {3--17},
  title        = {Observing physical education teachers' need-supportive interactions in classroom settings},
  volume       = {35},
  year         = {2013},
}

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