Psychological need-supportive instruction improves novel skill performance, intrinsic motivation, and enjoyment: a cluster-randomised study

Manninen, Mika; Deng, Yangyang; Hwang, Yongju; Waller, Sophie; Yli-Piipari, Sami

doi:10.1080/1612197x.2020.1826999

Cited by 14 publications

(5 citation statements)

References 51 publications

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“…This finding suggests that students are active not entirely because PE is fun, stimulating, and important to their growth but because PE is important for them, and they share the value of PE. This finding corroborates the previous findings that have shown identified regulation to be a key regulation promoting PA and exercise behaviors (Dishman et al, 2015;Manninen et al, 2020;Teixeira et al, 2012).…”

Section: Cross-sectional Stabilitysupporting

confidence: 93%

“…Low stability and a negative trend in these constructs suggest that PE teachers’ efforts are needed to revise this development. Grounded in the self-determination theory (Deci and Ryan, 1985) and need-supportive PE teaching practices, for example, giving choice, using rationales for the tasks, and avoiding controlling and coercive language, have been shown to positively impact students’ autonomous motivation and enjoyment in PE (Manninen et al, 2020). Finally, this study showed that MVPA in PE at T1 did not predict later MVPA in PE, suggesting if students are active in PE today, they are not necessarily active tomorrow.…”

Section: Discussionmentioning

confidence: 99%

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One-year stability of physical education-centered physical literacy indicators on objectively measured physical activity

Yli-Piipari

Gråstén

Huhtiniemi

et al. 2021

European Physical Education Review

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One of the central goals of school physical education (PE) is to improve physical literacy in youth to nurture their ability, confidence, and desire to be physically active for life. The aim of this study was to examine the stability of the selected PE-centered physical literacy indicators on school students’ objectively measured moderate-to-vigorous intensity physical activity (MVPA). This study was a follow-up study tracking a sample of 450 Finnish children ( M = 11.26[0.32]; nfemales = 194; nmales = 256) across upper elementary school from fifth (T1) to sixth (T2) grade. A set of independent variables (motor competence, health-related fitness, in-class PE MVPA, and PE motivation and enjoyment) and total MVPA as a dependent variable were collected, and gender and body mass index were controlled in the analyses. The entire model explained almost 29% of MVPA in T1 and 26% in T2. While cardiorespiratory endurance (β = 0.29) and MVPA in PE (β = 0.20) were statistically significant predictors of MVPA in T1, MVPA in PE (β = 0.23), and identified regulation (β = 0.16) were statistically significant predictors at T2. Across the time, boys had higher levels of MVPA compared to girls (T1: β = −0.12; T2: β = −0.14), whereas the relationship was inverted in motor coordination (T1: β = 0.13; T2: β = 0.12). The findings of this study suggest that MVPA in PE is an important contributor to children's MVPA, and its role is eminent during the last two grades of elementary school.

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Section: Cross-sectional Stabilitysupporting

confidence: 93%

Section: Discussionmentioning

confidence: 99%

One-year stability of physical education-centered physical literacy indicators on objectively measured physical activity

Yli-Piipari

Gråstén

Huhtiniemi

et al. 2021

European Physical Education Review

Self Cite

View full text Add to dashboard Cite

show abstract

“…Moreover, motivation is also associated with an individual’s experience (i.e., motivation that results from whether the experience is interesting; Sansone & Thoman, 2006), which may be caused by the moderating effect of teachers’ support. The study shows that need-supportive instruction is beneficial to improving participants’ intrinsic motivation, skill performance, and enjoyment (Manninen et al, 2022).…”

Section: Methodsmentioning

confidence: 99%

A Study on the Relationship Between Socialization of Blended Learning and Motivation Regulation Under Sustainable Development With Teacher Support as the Moderating Variable

Huang,

Lee

2023

SAGE Open

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Since the outbreak of the COVID-19 pandemic, social media are used frequently in the process of teaching and learning interaction, which not only endows learning with sociality, but also poses challenges to students’ autonomous learning behavior. To identify the influencing factors of motivation regulation in blended learning environments, we need to pay more attention needs to the mechanisms and strategies that support students’ long-term interests. The results revealed that social interaction and perceived playfulness are important factors affecting students’ motivation regulation, and teachers’ support of autonomy, emotion, and ability play a regulatory role. The results present internal and external driving forces of students’ motivation regulation, which are useful for educators to understand the plasticity of motivation and the inequality of learning achievements of specific student groups. Therefore, teachers are required to play a more supportive role in the social learning environment based on game thinking and interactive design to enhance students’ learning motivation.

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“…In the absence of this, students could get bored, their thoughts might wander, and they might eventually lose motivation [ 7 ]. Thus, the absence of intrinsic motivation (IM) is likely to be reflected in college students’ neglect of their studies [ 8 ]. Previous research has found that college students’ academic motivation tends to decline [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

The Efficacy of Positive Education Intervention for Academic Boredom and Intrinsic Motivation among College Students: A Quasi-Experimental Study

Jie

Roslan

Muhamad

et al. 2022

IJERPH

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(1) Background: The influence of academic boredom and intrinsic motivation on students’ learning and achievements is receiving more attention from scholars. Nevertheless, studies on how intervention decreases academic boredom and promotes intrinsic motivation during study remain unexplored. (2) Purpose: The purpose of this study is to investigate whether positive education intervention based on the PERMA model would help Chinese college students with learning-related academic boredom, class-related academic boredom, and intrinsic motivation. (3) Methods: This study is quasi-experimental research with a control group including pre-test and post-test. The study was conducted with 173 students, including 86 (n1 = 86) experimental and 87 (n2 = 87) control group students. (4) Results: Results revealed that students in the intervention condition reported significant reductions in learning-related academic boredom and class-related academic boredom, and significant increases in intrinsic motivation in comparison to their counterparts in the control group. (5) Conclusions: These findings indicate that positive education intervention for college students is a promising approach to reducing academic boredom and increasing intrinsic motivation among Chinese college students.

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Psychological need-supportive instruction improves novel skill performance, intrinsic motivation, and enjoyment: a cluster-randomised study

Cited by 14 publications

References 51 publications

One-year stability of physical education-centered physical literacy indicators on objectively measured physical activity

One-year stability of physical education-centered physical literacy indicators on objectively measured physical activity

A Study on the Relationship Between Socialization of Blended Learning and Motivation Regulation Under Sustainable Development With Teacher Support as the Moderating Variable

The Efficacy of Positive Education Intervention for Academic Boredom and Intrinsic Motivation among College Students: A Quasi-Experimental Study

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