Motivational, affective, and activity-related effects of teacher and peer support in high school physical education

Flick Gairns

    Research output: ThesisMaster's Thesis

    497 Downloads (Pure)

    Abstract

    [Truncated] Chapter 1 provides a topical background and justification for this study. A general literature review follows in chapter 2, which aims to specify, in more detail, the overarching themes to be explored, whilst elucidating the relevant literature in the field. Chapter 3 details the main article, and a more specific introduction constructs the research questions that were investigated. Guided by the principles outlined within selfdetermination theory, the tripartite efficacy framework, and the trans-contextual model of motivation, the purpose of this study was to examine the relationships between physical education (PE) teacher- and peer-based relatedness support, PE teacher- and peer-based relatedness need satisfaction, and PE teacher- and peer-focused relationinferred self-efficacy (RISE) in an all-female cohort. We also investigated the relations that these relational variables displayed with students’ self-determined motivation, worry (i.e., PE and social anxiety), behavioural engagement in PE, and leisure-time physical activity (LTPA).

    Students from an all girls’ independent school (N = 379; age M = 13.36, SD = 1.19) completed measures assessing all of the aforementioned concepts over two PE lessons, and teachers provided an external rating for students’ behavioural engagement. Data were analysed using structural equation modelling procedures.

    Original languageEnglish
    QualificationMasters
    Publication statusUnpublished - 2015

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