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Title: A self-determination theory approach to understanding antecedents of teachers' motivational strategies in physical education
Authors: Taylor, Ian M.
Ntoumanis, Nikos
Standage, Martyn
Keywords: Physical education
Causality orientation
Teacher motivation
Issue Date: 2008
Publisher: © Human Kinetics, Inc.
Citation: TAYLOR, I.M., NTOUMANIS, N. and STANDAGE, M., 2008. A self-determination theory approach to understanding antecedents of teachers' motivational strategies in physical education. Journal of Sport and Exercise Psychology, 30 (1), pp. 75-94.
Abstract: Physical Education (PE) teachers can influence students’ self-determination through the motivational strategies that they use. The present study examined how teachers’ reported use of three motivational strategies (providing a meaningful rationale, providing instrumental help and support, and gaining an understanding of the students) were predicted by perceived job pressure, perceptions of student self-determination, and their autonomous orientation, psychological need satisfaction, and self-determination to teach. Structural equation modeling supported a model in which perceived job pressure, perceptions of student selfdetermination and teacher autonomous orientation predicted teacher psychological need satisfaction, which, in turn positively influenced teacher self-determination. The latter positively predicted the use of all three strategies. Direct positive effects of teachers’ psychological need satisfaction on the strategies of gaining an understanding of students and instrumental help and support were also found. In summary, factors that influence teacher motivation may also indirectly affect their motivational strategies towards students.
Description: This version of this article is as accepted for publication.
Version: Accepted for publication
URI: https://dspace.lboro.ac.uk/2134/15371
Publisher Link: http://journals.humankinetics.com/jsep-back-issues/JSEPVolume30Issue1February/ASelfDeterminationTheoryApproachtoUnderstandingtheAntecedentsofTeachersMotivationalStrategiesinPhysicalEducation
ISSN: 0895-2779
Appears in Collections:Published Articles (Sport, Exercise and Health Sciences)

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