Abstract
BackgroundOn the basis of the 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).MethodsParticipants consisted of 1186 Chinese students aged 11 to 16 years from three secondary schools in Shanghai. Accelerometers were utilized to measure moderate to vigorous physical activity (MVPA). Questionnaires were used to measure SDT variables (i.e. classroom motivational climate, perceived competence, autonomy, relatedness and self-determined motivation). Structural equation modelling (SEM) was adopted to analyse the hypothesised relationship.ResultsSEM analysis revealed that task-involving climate and autonomy support 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.ConclusionThese findings support a model of motivation that integrates SDT and AGT, provides new insight into understanding MVPA in Chinese PE, and establishes a solid basis for intervention research.
Highlights
On the basis of the 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, three psychological needs, self-determined motivation and physical activity (PA) in secondary physical education (PE)
After the 2000 bootstrap samples were extracted from the raw data, the results showed the partial mediation for task-involving climate (β = 0.149, P < 0.01; bootstrap 95% CI = 0.093–0.221) to self-determined motivation through autonomy, competence and relatedness
The present study aimed to examine the relationship among PE climate, three basic psychological needs, self-determined motivation and moderate to vigorous physical activity (MVPA) of secondary school students
Summary
On the basis of the 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). Numerous national studies have shown that school-aged children and adolescents in China are physically inactive and do not reach 60 min of daily moderate to vigorous physical activity (MVPA) recommended by the World Health Organization [1,2,3,4]. Physical education (PE) is important in promoting adolescents’ physical activity (PA) because it provides opportunities for students to engage in MVPA. The United States’ Centers for Disease Control and Prevention and the United Kingdom’s Association for Physical Education suggested that elementary and secondary school students engage in MVPA for 50% of their time in PE class to obtain health benefits [7]. Hollis et al [14] found that secondary school students engage in MVPA for an average of 40.5% of their time in PE class. Promoting adolescent MVPA engagement in PE has become an imperative task
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