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Cultural differences in the relationships among autonomy support, psychological need satisfaction, subjective vitality, and effort in British and Chinese physical education

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journal contribution
posted on 2014-07-29, 09:13 authored by Ian TaylorIan Taylor, Chris C. Lonsdale
Using basic psychological needs theory (BPNT; Ryan & Deci, 2000) as our guiding framework, we explored cultural differences in the relationships among Physical Education (PE) students’ perceptions of teacher autonomy support, psychological need satisfaction, subjective vitality and effort in class. Seven hundred and fifteen students (age range from 13- 15 years) from the UK and Hong Kong, China completed a multi-section inventory during a timetabled PE class. Multilevel analyses revealed that the relationships among autonomy support, subjective vitality and effort were mediated by students’ perceptions of psychological need satisfaction. The relationship between autonomy support and perceptions of competence was stronger in the Chinese sample, compared to the UK sample. Also, the relationship between perceptions of relatedness and effort was not significant in the Chinese students. The findings generally support the pan-cultural utility of BPNT and imply that a teacher-created autonomy supportive environment may promote positive student experiences in both cultures.

History

School

  • Sport, Exercise and Health Sciences

Published in

JOURNAL OF SPORT & EXERCISE PSYCHOLOGY

Volume

32

Issue

5

Pages

655 - 673 (19)

Citation

TAYLOR, I.M. and LONSDALE, C.C., 2010. Cultural differences in the relationships among autonomy support, psychological need satisfaction, subjective vitality, and effort in British and Chinese physical education. Journal of Sport and Exercise Psychology, 32 (5), pp. 655-673.

Publisher

© Human Kinetics, Inc.

Version

  • AM (Accepted Manuscript)

Publication date

2010

Notes

This version of this article is as accepted for publication.

ISSN

0895-2779

eISSN

1543-2904

Language

  • en