共查询到18条相似文献，搜索用时 437 毫秒
1.
体育课中的动机气氛对初中生的动机水平、
目标定向和能力知觉的影响 总被引：3，自引：1，他引：2
采用目标定向理论的观点，考察体育课中的两种动机气氛对初中生的动机水平、目标定向和成就的影响。以246名初中二年级学生为研究对象，采用两种教学方式进行体育教学。结果发现，动机气氛因素在初中生的动机水平、目标定向和能力知觉几个动机变量上均存在主效应，但性别因素主效应和两因素产的交互作用在这几种动机变量上均没有达到显著性。采用学习气氛的教学方式可以明显提高学生参与体育课的动机，促进其任务定向，减少其自我定向，并提高其能力知觉。而采取成绩气氛的教学方式则使学生的动机水平下降，并且增加其自我定向，降低其能力知觉。提出在体育课中应创设一种学习气氛，以便提高学生参与体育课的动机，实现健康体育的教学宗旨。 相似文献
2.
目标定向对体育课中学生动机模式的影响 总被引：9，自引：1，他引：8
目标定向对体育课中学生的动机模式有着重要的影响。能力知觉在个体参与体育活动时有重要的意义。指出两种目标定向的学生在体育课中有着不同的动机模式,认为动机气氛对于调动学生参与体育活动的积极性有重要意义。 相似文献
3.
4.
青少年体育活动中的目标定向和自我决定理论: 年龄和性别的差异 总被引：17，自引：6，他引：11
以英格兰824名初中生为调查对象,主要考察了在目标定向、行为调节、能力知觉和体育活动参与情况上的年龄和性别差异,并且采用动机变量预测校外体育活动参与情况.研究结果呈现出明显的性别差异,男生有较高的自我定向、自我决定动机和能力知觉.与此一致的结果是男生比女生更喜爱体育活动.对男生来说,自我定向、自我决定动机和能力知觉是参加体育活动的正相关预测指标,而任务定向和无动机与体育活动参与没有关系.对女生来说,任务定向和能力知觉能够积极预测体育活动参与情况,而自我定向和无动机与体育活动的参与有负相关关系. 相似文献
5.
以430名青少年学生为被试,问卷调查其目标定向和自主性动机,通过聚类方法将目标定向分为高任务/高自我、高任务/低自我、低任务/低自我和低任务/高自我4种组合。通过调查了解青少年课外活动选择情况,考察不同目标定向组合和不同自主性动机水平的学生选择课外体育活动的差异。结果显示:(1)高任务/高自我、高任务/低自我的青少年平均每天在课余时间进行体育锻炼的时间最长,其次是低任务/高自我,而低任务/低目标的花费的时间最少。无论是何种目标定向的青少年在一般身体活动和教育娱乐两种活动类型中平均每天花费的时间不存在显著性差异;(2)在体育活动和一般身体活动中,倾向于内部动机的青少年要比倾向于外部动机的青少年花费的时间更长。但在教育和娱乐活动类型中,不同动机倾向性的青少年平均每天花费时间上并不存在显著性差异。研究结果提示,培养学生的高任务定向为主的目标定向和给予更多自主性动机支持有助于促进青少年学生更趋向于参与体育活动。 相似文献
6.
体育活动与青少年道德发展关系 总被引：1，自引：0，他引：1
采用问卷调查的方法，研究462名中小学生体育活动次数、时间，能力知觉，动机水平，目标定向与体育道德的关系。发现体育道德存在明显的性别差异．同伴在中小学生的体育道德中影响最大，自我定向与体育道德有明显的负相关，内部动机与体育道德有明显的负相关。如何通过体育活动提高儿童道德水平成为一个主要问题。 相似文献
7.
目的：探讨个体（目标定向、能力知觉）和情境（动机气氛、同伴关系）变量对青少年运动员体育道德取向的预测效应。方法：采用问卷调查法
对259名青少年运动员的目标定向、能力知觉、动机气氛、同伴关系和体育道德取向进行测量。结果：（1）任务定向与高水平体育道德相关,自我定向
与低水平体育道德相关,能力知觉与高水平体育道德相关,体育运动中运动员目标定向存在3种类型（即高任务/低自我、中任务/中自我和高任务/高
自我）,不同类别复合目标定向型的体育道德取向存在显著的差异,高任务复合适宜自我目标定向与高水平的体育道德相关;（2）掌握气氛与高水平
体育道德相关,成绩气氛与低水平体育道德相关,同伴接纳与低水平体育道德相关;（3）掌握气氛、成绩气氛和能力知觉对自我定向与体育道德之间
的关系具有显著的调节效应,高掌握气氛、低成绩气氛和高能力知觉可以更加有效减轻自我定向对体育道德取向的消极影响。结论：个体和情境变
量对青少年运动员的体育道德取向有显著独立和交互预测效应。 相似文献
8.
目的：对趋近-回避四因素目标取向和动机行为调节进行关系分析，揭示在不同趋近-回避目标取向中动机内化调节过程的差异，以及自主性、控制性的程度。方法：采用调节体育行为动机量表（BRPEQ）和成就目标定向量表（AGQ-S）对大学生体育成就目标与动机内化调节方式进行测量，并基于调查数据建立结构方程模型。结果显示：（1）高掌握趋近取向与高自主性动机调节有关，而高掌握回避、高成绩回避和低自主性动机调节有关，成绩趋近与自主性动机调节不具有显著的相关；（2）高成绩趋近、掌握回避和成绩回避与高的控制性动机调节有关，而掌握趋近与控制行动机调节不具有显著的相关性；（3）掌握趋近目标动机调节行为的自主性最强；掌握回避和成绩回避目标对整合调节和认同调节调节呈负的影响效应，且成绩回避的影响较大；（4）成绩趋近目标取向的动机调节控制性最强，掌握回避次之，成绩回避最弱。结论：体育教师应创设掌握指向的动机氛围，引导大学生产生掌握趋近的目标定向，使动机内化趋向于自主性动机。 相似文献
9.
目的：揭示体育学习中内隐观念对自我妨碍的影响，考察成就目标在上述关系中的中介作用。方法：采用问卷调查法对1 236名大学生在体育学习中运动能力信念、成就目标与自我妨碍进行测量。结果显示：（1）在体育学习中，学生的内隐观念对自我妨碍具有显著的预测效应，其中，能力增长观具有负向预测效应，能力实体观则具有正向预测效应；（2）掌握目标可以对自我妨碍产生负向预测效应，成绩回避目标则产生正向影响效应，但成绩趋近目标对学生自我妨碍的影响效应并不显著。（3）在学生的内隐观念与自我妨碍之间的关系中，成就目标存在着显著部分中介效应。能力增长观可通过掌握目标间接减少学生的自我妨碍，能力实体观可通过成绩回避目标间接增加学生的自我妨碍。结论：体育学习中应改变学生动机气氛知觉，避免评价学生的能力，有助于直接或间接减少学生的自我妨碍。 相似文献
10.
根据目标定向理论和自我决定理论在理论上的相近之处,从情景和个体的角度出发,通过创造的动机气氛,进行8周的实验,来比较两种不同教学气氛下,学生的目标定向和动机水平。研究结果表明,体育教学中创造任务掌握气氛有利于学生任务定向的形成,以及体育学习内部动机的提高和缺乏动机的降低,而体育教学中自我表现气氛会降低学生体育学习的内部动机;自主需要、归属需要和能力需要是影响体育学习动机水平的重要变量。 相似文献
11.
Alexander Jansson Gunilla Brun Sundblad Suzanne Lundvall Johan Norberg 《Measurement in physical education and exercise science》2013,17(3):280-290
ABSTRACTAlthough students’ perceived learning is central in physical education (PE), few measurements are available. Furthermore, little is known about how students’ perceptions of PE effect students’ perceived learning in PE. Therefore, the aim was to develop a scale to assess students’ perceived learning and a measurement to assess students’ perceived contentment in PE, and furthermore, to analyze the interrelationship between students’ perceived learning and students’ perceived contentment in PE. A total of 1203 students in Sweden who were aged 12–16 years participated. The results from the exploratory (n = 601) and confirmatory (n = 602) factor analyses as well as the validity and reliability analyses showed that there was psychometric support for the one-dimensional model perceived learning in PE and for the three-dimensional model perceived contentment in PE. The structural equation modeling analyses showed that both competence and joyfulness were directly and positively related to students’ perceived learning. 相似文献
12.
This study examined the relationships among social factors, individual differences, intrinsic motivation, and effort and persistence in the physical education context using cognitive evaluation theory as a framework. Female (n = 201) and male (n = 206) high school students completed measures of motivational climate, teaching style, perceived competence, self-determination, goal orientations, and intrinsic motivation. Teachers rated the students on effort and persistence in the class activities. Hypothesized relationships among the variables were tested using structural equation modeling. Results revealed that perceived competence and goal orientations directly predicted intrinsic motivation and mediated the effects of motivational climate and teaching style on intrinsic motivation. Intrinsic motivation directly predicted effort and persistence. Task goal orientation mediated the effects of learning climate on perceived competence and self-determination. The strongest predictors of intrinsic motivation and effort and persistence were task goal orientation perceived competence, and learning climate. 相似文献
13.
Benjamin Rubeli Esther Oswald Achim Conzelmann Jürg Schmid Stefan Valkanover 《Physical Education & Sport Pedagogy》2020,25(4):346-360
ABSTRACTBackground: Schoolchildren’s personality development is considered a central goal of physical education (PE). With regard to the relationship between psychological well-being and global self-esteem over the life course, the promotion of positive self-esteem is an issue of particular significance. Past research revealed that PE taught with an individualized teacher frame of reference (iTFR) and a reflexive teaching style is associated with positive effects on facets of children’s perceived sports competence. However, it remains an open question whether this teaching styles has the potential to promote positive self-esteem.Purpose: The present study investigated whether a five-month teacher training, aimed to enhance the teachers’ iTFR and their reflexive teaching style in PE, has a positive effect on students’ perceived sports competence and their global self-esteem. To analyse the implementation quality, changes in students’ perceived iTFR and perceived reflexive teaching style were investigated.Method: A total of 21 teachers were assigned to either an intervention group (n?=?13), receiving the five-month teacher training, or a control group (n?=?8) consisting of regular teaching without teacher training. The teacher training encompassed five three-hour consecutive sessions during which the teachers acquired theoretical and practical knowledge about the promotion of competence perceptions in PE with a reflexive teaching style and an iTFR. Between the sessions, the teachers were instructed to implement an iTFR and a reflexive teaching style into their own PE classes. To evaluate the effects of the teacher training, their students’ (N?=?315, 53.7% girls, Mage?=?13.2 y, SDage?=?1.3 y) perceived teaching style (iTFR and reflexive teaching), perceived sports competence and global self-esteem were measured with paper-pencil questionnaires at three measurement points (pre, post and follow-up).Findings: Linear mixed effect models showed that students of the intervention group reported an increase in their teachers’ reflexive teaching style, but there were no changes with regard to iTFR. With regard to students’ perceived sports competence and global self-esteem, there were significant interaction effects between time and group over a period of eight months (from pre-test to follow-up), indicating positive effects on these self-concept dimensions due to the teacher training.Conclusion: The present study indicates that a long-term teacher training supports PE teachers to implement teaching styles with the aim to promote students’ self-concept. Furthermore, the findings lead to the assumption that a more pronounced iTFR in combination with an enhanced reflexive teaching style has the potential to positively influence schoolchildren’s perceived sports competence and global self-esteem. 相似文献
14.
In this study, we examined the main and interactive effects of students' goal orientations, perceived competence and perceptions of the motivational climate on the motivational styles advanced by self-determination theory. The participants were 328 British secondary school students aged 13.6 +/- 0.6 years (mean +/- s). Moderated hierarchical regression analyses revealed task orientation, perceived competence and perceptions of a mastery climate to be positive predictors of self-determined styles of motivation. Perceived competence in physical education was negatively associated with amotivation. Significant interaction effects for mastery climate x task orientation and for ego orientation x perceived competence emerged. The results indicate that: (1) for students endorsing a high task orientation, the perception that the class climate was high in mastery cues was associated with increased intrinsic motivation; and (2) for students high in ego orientation, the belief that one was competent increased, while perceptions of incompetence attenuated intrinsic motivation. Additionally, a three-way interaction between ego orientation, performance climate and perceived competence emerged. In light of achievement goal and self-determination frameworks, we propose that studying the potential interplay between both individual and situational goal perspectives and the moderating effect of perceived competence may further enhance our understanding of motivation in physical education. 相似文献
15.
An De Meester Femke Van Duyse Nathalie Aelterman Gert-Jan De Muynck Leen Haerens 《Physical Education & Sport Pedagogy》2020,25(4):361-378
ABSTRACTBackground: Research stemming from Self-Determination Theory (SDT) shows that physical education (PE) teachers who endorse an autonomy-supportive and structuring motivating style positively affect students’ motivation, engagement and learning. Choice provision and positive feedback are two concrete strategies that are part of an autonomy-supportive and structuring style, respectively. While the benefits of choice provision and positive feedback have been shown in contexts other than PE, evidence in the specific context of PE is much scarcer. Grounded in SDT and relying on experimental design, the present study sought to examine the effects of choice provision and positive feedback on students’ motivational experiences in PE, and whether these effects were moderated by students’ actual motor competence (AMC).Method: A sample of 277 students (41% boys, Mage?=?12.78 years) was randomly assigned to one of four experimental conditions (2?×?2 design). Prior to the experimental manipulation, participants’ AMC was measured with the Test of Gross Motor Development second edition. Participants then watched a videotaped PE lesson, in which the provision of choice (choice – no choice) and type of feedback (corrective feedback – positive and corrective feedback) were manipulated. Participants were asked to imagine how they would feel being a student in the displayed lessons. After watching the video, they completed validated questionnaires on their (1) anticipated need satisfaction and frustration and (2) autonomous and controlled motivation. MANOVAs were conducted to investigate the differences between the experimental groups in terms of anticipated need satisfaction, need frustration and motivation. Multiple linear regression analyses were used to examine the potential moderating role of AMC.Findings and conclusions: The benefits of choice provision were clearly shown with students in the choice condition anticipating significantly more autonomy, competence and relatedness satisfaction and autonomous motivation, while they anticipated significantly less autonomy and relatedness frustration when compared to students in the no choice condition. Similarly, the addition of positive feedback to corrective feedback yielded clear benefits, with lower averages in anticipated need frustration found among students who watched the videos in which positive feedback was added to corrective feedback. No support was provided for a synergetic motivational effect between choice and positive feedback. Overall, the present findings show the importance of offering choice and providing positive feedback to motivate students in PE, with positive effects being present for all students independent of their initial AMC levels. Although few interaction effects were found, lowly motor competent students benefited even more from receiving positive feedback than highly motor competent students. The findings of this study are important to take into account in PE teacher education programs and professional training programs for PE teachers about how to teach in a (more) motivating way. 相似文献
16.
In this study, we examined the main and interactive effects of students' goal orientations, perceived competence and perceptions of the motivational climate on the motivational styles advanced by self-determination theory. The participants were 328 British secondary school students aged 13.6±0.6 years (mean±s). Moderated hierarchical regression analyses revealed task orientation, perceived competence and perceptions of a mastery climate to be positive predictors of self-determined styles of motivation. Perceived competence in physical education was negatively associated with amotivation. Significant interaction effects for mastery climate×task orientation and for ego orientation×perceived competence emerged. The results indicate that: (1) for students endorsing a high task orientation, the perception that the class climate was high in mastery cues was associated with increased intrinsic motivation; and (2) for students high in ego orientation, the belief that one was competent increased, while perceptions of incompetence attenuated intrinsic motivation. Additionally, a three-way interaction between ego orientation, performance climate and perceived competence emerged. In light of achievement goal and self-determination frameworks, we propose that studying the potential interplay between both individual and situational goal perspectives and the moderating effect of perceived competence may further enhance our understanding of motivation in physical education. 相似文献
17.
体操动作技能再认的信号检测论研究 总被引：1，自引：0，他引：1
以四种不同的学习方式(视觉表象、动觉表象、视觉表象伴随言语指导、动觉表象伴随言语指导)及三种不同的实验对象(教育系学生、体育系普修体操学生、体育系专修体操学生)从体育动作技能形成的角度,以信号检测理论手段,探讨若干体操动作再认的特征。结果表明:(1)对体操动作再认的辨别力d′值随专业水平的提高而提高。(2)四种学习方式所得 d′值比较,动觉表象学习方式所得 d′值最高。(3)三种对象关于动觉表象学习所得 d′值 F 检验呈显著性差异证明。动觉表象因学习程度不同存在着水平和层次的差别。(4)动觉表象学习方式所得 d′值与体操成绩呈显著性正相关。d′值可作为衡量体操成绩好差的间接指标。 相似文献