Autonomy Support, Motivation, Satisfaction and Physical Activity Level in Physical Education Class

  1. Gracielle Fin 1
  2. Elisabeth Baretta 1
  3. Juan Antonio Moreno-Murcia 2
  4. Rudy José Nodari Júnior 1
  1. 1 Universidade do Oeste de Santa Catarina, Brasil
  2. 2 Universidad Miguel Hernández de Elche, España
Revista:
Universitas psychologica

ISSN: 1657-9267

Any de publicació: 2017

Volum: 16

Número: 4

Tipus: Article

DOI: 10.11144/JAVERIANA.UPSY16-4.ASMS DIALNET GOOGLE SCHOLAR lock_openAccés obert editor

Altres publicacions en: Universitas psychologica

Resum

The aim of this study was to identify the motivational profile and relate it to teacher autonomy support, basic psychological needs, exercise enjoyment, and level of physical activity in a sample of 615 Brazilian adolescents (327 girls and 288 boys), aged between 12 and 14 years (M = 13.3, DT = .79). One group was identified as more self-determined with high intrinsic motivation and introjected regulation scores, while the other showed no self-determination, with high external regulation and demotivation. Self-determined adolescents perceive greater teacher support; exhibit better fulfillment of basic psychological needs for autonomy, competence, and relatedness; show greater enjoyment in physical education classes and engage in more physical activity.

Fuente de los datos: Dialnet