Needs communications style, Engagement and Affective status in Physical education: the mediating role of Basic Psychological Need and Motivation

Document Type : Original Article

Authors

1 Associate Professor,Department of physical education and sport sciences, Urmia Branch,, Islamic Azad University, Urmia, Iran

2 Instructor,Department of Physical Education and Sport Sciences, Urmia Branch, Islamic Azad University, Urmia, Iran.

Abstract

According to self-determination theory, the aim of this study was to examine the relationship model of need-supportive and need-thwarting communications style, engagement, and positive and negative affect in PE classes. Also, the mediating role of basic psychological needs and motivation were examined. The research was correlational-descriptive with cross-sectional way. A number of 547 male students from secondary schools completed a series of self-reported questionnaires which assess basic needs satisfaction, PE motivation, positive and negative affect, and PE engagement. Need-supportive and need-thwarting communications were scored observationally using a teacher-student behavior checklist. The results of confirmatory factor analysis and track analysis showed that the direct effect of need-supportive communications and on negative affect was negatively significant. In addition, the indirect effect of need-supportive communications, via mediating role of basic need satisfaction and intrinsic motivation, on positive affect and behavioral engagement was significant. Overall, the findings suggest need-supportive and need-thwarting communication is an important factor in anticipation of student's affect status and engagement in physical education. Physical education teachers could use a need-supportive communication style, in order to decrease negative affect and increase positive affect as well as behavioral engagement in physical education.

Keywords

Main Subjects

References

 
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Mind, Movement, and Behavior
Volume 1, Issue 1 - Serial Number 1
December 2022
Pages 1-15

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History

  • Receive Date: 04 November 2021
  • Revise Date: 06 December 2021
  • Accept Date: 18 December 2021

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