نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه رفتار حرکتی، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه تبریز
2 دکتری رفتارحرکتی/ رفتار حرکتی/ دانشکده تربیت بدنی و علوم ورزشی/دانشگاه تبریز/ تبریز/ ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
According to self-determination theory, students’ well-being motives generally considered as a way to experience their well-being, that it can be determined by teachers’ interpersonal behaviors. The present research aimed to examine students’ perceptions of teachers’ need-supportive and need-thwarting on students’ hedonic and eudaimonic motives for activities, basic psychological need satisfaction and need frustration, well and ill-being, and engagement and disengagement in college physical education programs. To do this, 388 college students participated in this study and filled out teachers’ interpersonal behaviors, hedonic and eudaimonic motives for activities, vitality, depression, and (dis)engagement questionnaires. Pearson correlation, multivariate Analysis of Variances, and latent profile analysis were used. Compared to students who perceived their teachers as highly need thwarting, students who perceived their teacher as need support reported higher need satisfaction (p < .001), eudaimonic motive (p < .01), subjective vitality (p < .001), and engagement in physical education lessons (p < .001). Findings supported our expectation and the self-determination theory tenets in college physical education programs. Teachers’ need-supportive behaviors could consider as an effective teaching approach on students’ positive outcomes in college physical education.
کلیدواژه‌ها [English]
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