在挪威中学学生中,支持自治,满足基本需求和参与体育教育
Amund Langøy1,2, Åge Diseth3, Bente Wold2
1Department of Teacher Education, NLA University College, Bergen, Norway.
Frontiers in psychology
|December 25, 2024
概括
教师自主支持增强学生的心理需求,促进体育教育 (PE) 的参与. 男孩报告比女孩更高的满意度和活动,验证了BPN-PE尺度.
科学领域:
- 教育心理学教育心理学
- 运动科学 运动科学 运动科学
- 青少年健康 青少年健康
背景情况:
- 学生参与体育教育 (PE) 对于终身体育活动至关重要.
- 了解影响学生参与的因素,如教师支持和心理需求是必不可少的.
- 假设教师的自主支持可以培养学生的内在动机和福祉.
研究的目的:
- 调查教师自主支持,学生基本心理需求 (能力,自主性,亲属关系) 的满足和参与EP之间的关系.
- 进行性别特定的分析,以探索这些关系中的潜在差异.
- 检查PE (BPN-PE) 尺度中基本心理需求的挪威版本的有效性和可靠性.
主要方法:
- 利用了挪威2017/2018年"学龄儿童健康行为研究"的调查数据.
- 采用结构方程建模来分析拟议的关系.
- 评估了BPN-PE尺度的心理测量特性.
主要成果:
- 感知到的教师自主支持积极预测学生对能力,自主性和相关性的满意度.
- 对能力的满意度与每周PE参与和PE期间体育活动的增加有关,特别是在男孩中.
- 在所有测量变量中,男孩报告的水平明显高于女孩,BPN-PE尺度在两种性别中都显示出良好的有效性和可靠性.
结论:
- 支持教师自主是培养学生在EP环境中的基本心理需求满足的重要因素.
- 解决性别差异对于优化PE体验和促进身体活动至关重要.
- 经过验证的BPN-PE尺度为未来对PE心理需求的研究提供了可靠的工具.
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