Teacher-student negotiations and its relation to physical education students' motivational processes: An approach based on self-determination theory
(2009) European Physical Education Review — Vol. 15, n° 1, p. 21-46 (2009)
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- Abstract
- The aim of this study is to test a model of motivation based on self-determination theory (Deci and Ryan, 2002) and which explores the place of 'teacher-student' negotiation. Cross-sectional data were gathered from 549 secondary school students (317 male, 232 female) who answered a questionnaire which included measurements of perceived negotiation, of the satisfaction of needs, of motivation, of perceived enjoyment, of the perception of having learned, of the intention to practise a physical sporting activity outside school. Structural equation analysis has shown that the students who perceived integrative negotiation experienced higher levels of autonomy and relatedness. Autonomy and competence determined self-determined motivation, which in turn positively predicted consequences. The results support self-determination theory and support its application in the context of school physical education.
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Dupont, J.-P., Carlier, G., Gérard, P., & Delens, C. (2009). Teacher-student negotiations and its relation to physical education students’ motivational processes: An approach based on self-determination theory. European Physical Education Review, 15(1), 21-46. https://doi.org/10.1177/1356336X09105210 (Original work published 2009)