Abstract
Grounded in achievement goal theory and self-determination theory, this study aimed to examine the associations of students’ perception of learning- and performance-oriented climates created by teachers and peers on basic psychological needs satisfaction, and consequently their relationships with physical education grades. This study had a cross-sectional design, and 589 students aged between 10 and 18 years (M = 12.93; SD = 1.49) were recruited for analysis. Participants completed a multisection survey assessing motivational climates and basic psychological needs, and physical education grades were provided by the physical education teacher. Students’ perception of learning-oriented climates created by teachers and peers was positively and significantly associated with basic psychological needs satisfaction. Additionally, these learning-oriented climates presented a significant indirect association with physical education grades. On the other hand, the performance-oriented climate created by teachers had a negative and significant relationship with basic psychological needs satisfaction and displayed a negative indirect relationship with physical education grades. The performance-oriented climate created by peers had a positive and significant relationship with basic psychological needs satisfaction and displayed a positive indirect relationship with physical education grades. The perception of performance-oriented climates created by peers could represent a boost within the students in physical education features. Teachers have the responsibility of promoting task and learning environments in which students experience positive outcomes, not only on a motivational level but also on a cognitive level.
Highlights
Physical education (PE) classes are able to promote enriching experiences and challenges among students
We address this research gap by testing the hypothesis that there is a positive association between learning-oriented climates created by PE teachers and peers and PE achievement [2,4,8]
Participants were from 48 classes taught by 10 different PE teachers, and participants were recruited by convenience from two schools in the center region of Portugal
Summary
Physical education (PE) classes are able to promote enriching experiences and challenges among students. They can be perceived as an unpleasant activity to others. Motivation may explain these differences in PE participation, considering that the concept of human motivation is associated with how others influence human behavior [1]. Research on the PE setting has mainly examined students’ perception of motivational climates created by teachers as. Res. Public Health 2020, 17, 6145; doi:10.3390/ijerph17176145 www.mdpi.com/journal/ijerph
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