The Self-determination Theory Approach to Understanding Engagement in Physical Education: Effects of Psychological Needs Satisfaction on Four Dimensions of Engagement
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Physical inactivity among youths is a major issue in urbanised countries. Singapore is a strategic case for investigation because recent survey findings showed that youths fail to meet minimum recommendations for physical activity to acquire health benefits. Although physical education (PE) is known to help youths accomplish physical activity guidelines, its effectiveness hinges on the quality of students’ engagement in PE classes. Based on the self-determination theory, this study (N = 431 secondary school students), examines the extent to which the psychological needs for autonomy, competence and relatedness are satisfied are uniquely associated with four dimensions (agentic, behavioural, emotional, cognitive) of engagement while accounting for gender and grade level differences, thus providing a holistic and detailed understanding for PE teachers to influence students’ engagement in PE. Multivariate regression analysis shows that all studied variables significantly predict engagement. Examination of the regression coefficients reveals that satisfaction of each psychological need positively predicts each dimension of engagement. Perceived competence, however, did not predict agentic engagement. Students’ perceived autonomy is the strongest predictor of emotional, cognitive and agentic engagement while perceived relatedness is of highest relative importance for behavioural engagement. Results, including gender and grade level differences, are discussed in relation to teaching strategies.
Abstract
Physical inactivity among youths is a major issue in urbanised countries. Singapore is a strategic case for investigation because recent survey findings showed that youths fail to meet minimum recommendations for physical activity to acquire health benefits. Although physical education (PE) is known to help youths accomplish physical activity guidelines, its effectiveness hinges on the quality of students’ engagement in PE classes. Based on the self-determination theory, this study (N = 431 secondary school students), examines the extent to which the psychological needs for autonomy, competence and relatedness are satisfied are uniquely associated with four dimensions (agentic, behavioural, emotional, cognitive) of engagement while accounting for gender and grade level differences, thus providing a holistic and detailed understanding for PE teachers to influence students’ engagement in PE. Multivariate regression analysis shows that all studied variables significantly predict engagement. Examination of the regression coefficients reveals that satisfaction of each psychological need positively predicts each dimension of engagement. Perceived competence, however, did not predict agentic engagement. Students’ perceived autonomy is the strongest predictor of emotional, cognitive and agentic engagement while perceived relatedness is of highest relative importance for behavioural engagement. Results, including gender and grade level differences, are discussed in relation to teaching strategies.
참고문헌 (39)
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