An integrative framework to validate the Need-Supportive Teaching Style Scale (NSTSS) in secondary teachers through exploratory structural equation modeling

Abós, Ángel; Sevil‐Serrano, Javier; Martín‐Albo, José; Clemente, José Antonio Julián; García-González, Luis

doi:10.1016/j.cedpsych.2018.01.001

Cited by 18 publications

(13 citation statements)

References 72 publications

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“…However, despite the fact that many studies highlighted the role of classroom climates in catalyzing a higher student autonomous motivation and the modulating effect of BPNs on student autonomous motivation (Braithwaite et al, 2011;Duda, 2013;Vasconcellos et al, 2019), only some of them analyzed the task-oriented motivational climate as an antecedent of the motivational process in PE, including the mediating role of BPNs (Cox and Williams, 2008;Sevil et al, 2016;Abós et al, 2018). An intervention program based on task-oriented climate was applied by Sevil et al (2016), and they found that a student-centered learning context enhances BPNs of autonomy and competence, as well as students' intrinsic motivation.…”

Section: Discussionmentioning

confidence: 99%

“…These results are also in line with those of Sevil et al (2016) in that the BPN of competence significantly increased after an intervention program. As competence satisfaction refers to the people's need to believe that they are effective in a specific situation context, and based on the obtained results, teachers should prioritize its support by using positive feedback, questioning and adapting the tasks to the student developmental needs and competence level (Abós et al, 2018). In summary, the developed studies in PE (as well as in sport context) reveal the importance of the task-oriented climate and the role of BPNs in the emergence of more self-determined forms of motivation (Aelterman et al, 2013).…”

Section: Discussionmentioning

confidence: 99%

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Motivation, Discipline, and Academic Performance in Physical Education: A Holistic Approach From Achievement Goal and Self-Determination Theories

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Motivation, Discipline, and Academic Performance in Physical Education: A Holistic Approach From Achievement Goal and Self-Determination Theories

et al. 2020

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“…Job satisfaction is crucial to reach good psychological functioning among PE teachers, which may also have an impact on PE teacher attrition/retention rates [14], and on the students’ academic achievement [38]. In this sense, the results associated with the second aim revealed that the “relatively autonomously motivated” group and the “autonomous-controlled motivated” group displayed significantly higher scores on job satisfaction compared to the “relatively low motivation” group and the “relatively amotivated” group.…”

Section: Discussionmentioning

confidence: 99%

Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory

Abós

Haerens

Sevil‐Serrano

et al. 2019

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Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers’ motivational profiles, using the three forms of motivation. Moreover, differences between the obtained profiles in terms of job satisfaction and emotional exhaustion were examined. A sample of 107 primary school PE teachers participated. Four distinct motivational profiles were identified: “relatively amotivated”, “somewhat motivated”, “autonomous-controlled motivated”, and “relatively autonomously motivated”. Results showed that the predominantly autonomously motivated PE teachers reported the most adaptive pattern of outcomes. Although PE teachers from the “relatively autonomously motivated” group did not differ in terms of job satisfaction when compared to those in the “autonomous-controlled motivated” group, the former displayed lower values of emotional exhaustion. These findings support SDT in that more motivation is not necessarily better if this additional motivation comes from controlled reasons. These results could raise awareness among school stakeholders about the importance of increasing PE teachers’ autonomous motivation.

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“…Both theories emphasize the classroom climate related to competence support. However, SDT does not divide the competence support climate into task-involving and ego-involving climate, which are crucial elements in motivating students in PE [32,37]. Some studies suggested that the two models should be integrated to provide a comprehensive understanding of the motivational mechanisms involved in the class [24,32].…”

Section: Theoretical Integration Of Sdt and Agtmentioning

confidence: 99%

Motivational climate, need satisfaction, self-determined motivation, and accelerometer-measured physical activity among secondary school students in China

Chen

Wang

et al. 2020

Preprint

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Objectives Based on integration constructs from self-determination theory (SDT) and achievement goal theory (AGT), this study aims to investigate the relationship among classroom motivational climate from four perspectives (i.e., autonomy support, relatedness support, task-involving climate and ego-involving climate), three psychological needs (i.e., autonomy, competence and relatedness), self-determined motivation and physical activity (PA) in secondary physical education (PE). Methods The participants consisted of 1,186 Chinese students aged 11 to 16 years from three secondary schools around Shanghai. An accelerometer was adopted to measure moderate-to-vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e., classroom motivational climate, perceived competence, autonomy, relatedness, self-determined motivation). Structural equation modelling (SEM) was used to analyze the hypothesized relationship. Results A SEM analysis revealed that autonomy support and task-involving climate were positively associated with autonomy, relatedness and competence. Relatedness support was positively related with autonomy and relatedness, whereas ego-involving climate was only associated with competence. The three psychological needs positively affected self-determined motivation, and self-determined motivation positively affected the MVPA time of secondary school students in PE lessons. Conclusion These findings support a model of motivation that integrate SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.

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An integrative framework to validate the Need-Supportive Teaching Style Scale (NSTSS) in secondary teachers through exploratory structural equation modeling

Cited by 18 publications

References 72 publications

Motivation, Discipline, and Academic Performance in Physical Education: A Holistic Approach From Achievement Goal and Self-Determination Theories

Motivation, Discipline, and Academic Performance in Physical Education: A Holistic Approach From Achievement Goal and Self-Determination Theories

Does the Level of Motivation of Physical Education Teachers Matter in Terms of Job Satisfaction and Emotional Exhaustion? A Person-Centered Examination Based on Self-Determination Theory

Motivational climate, need satisfaction, self-determined motivation, and accelerometer-measured physical activity among secondary school students in China

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