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The roles of need-supportive social environments in university physical education courses
Tsz Lun (Alan) Chu1; Tao Zhang1; Hoi Yan Cheung2
2019-05-04
Source PublicationInternational Journal of Sport and Exercise Psychology
ISSN1612-197X
Volume17Issue:3Pages:212-231
Abstract

It is well documented that the physical activity levels of young adults have declined below the recommended guidelines on health. Since positive experiences in physical education (PE) could influence individuals to adopt physically active lifestyles, studying different motivation types (motivational regulations) in university PE is warranted. Guided by the self-determination theory (SDT), the main purpose of the present study was to investigate the differential relationships among social environments (i.e. autonomy support, self-reference, and cooperative learning), basic psychological needs (i.e. autonomy, competence, and relatedness), and motivational regulations in university PE courses. Hong Kong university students (N = 219) aged 18–26 completed questionnaires that assessed the SDT variables in PE and exercise behaviours. Multiple mediation analyses showed that all three social environments had positive indirect effects on intrinsic motivation and identified regulation through all three psychological needs, except for indirect effects of autonomy support through autonomy. Moreover, autonomy support had a positive indirect effect on introjected regulation through relatedness, and cooperative learning had a negative indirect effect on amotivation through autonomy. Overall, relatedness was the strongest mediator. Finally, intrinsic motivation and identified regulation were positively associated with enjoyment and intention for future participation in the PE activity. The results are consistent with SDT assumptions and expand the literature on the differential effects of social environments on motivational regulations in university PE. Implications on teaching strategies and future studies are discussed.

KeywordMotivational Regulations Multiple Mediation Physical Education Social Environments University Students
DOI10.1080/1612197X.2017.1339727
URLView the original
Indexed BySSCI ; SSCI
Language英語English
WOS Research AreaSocial Sciences - Other Topics ; Psychology
WOS SubjectHospitality, Leisure, Sport & Tourism ; Psychology, Applied
WOS IDWOS:000470141100003
PublisherROUTLEDGE JOURNALS
Fulltext Access
Citation statistics
Cited Times [WOS]:6   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorTsz Lun (Alan) Chu
Affiliation1.Department of Kinesiology,Health Promotion and Recreation,University of North Texas,Denton,1155 Union Circle #310769,76203-5017,United States
2.Faculty of Education,University of Macau,Taipa,Room 2027, E33, Av. da Universidade,Macao
Recommended Citation
GB/T 7714
Tsz Lun ,Tao Zhang,Hoi Yan Cheung. The roles of need-supportive social environments in university physical education courses[J]. International Journal of Sport and Exercise Psychology,2019,17(3):212-231.
APA Tsz Lun ,Tao Zhang,&Hoi Yan Cheung.(2019).The roles of need-supportive social environments in university physical education courses.International Journal of Sport and Exercise Psychology,17(3),212-231.
MLA Tsz Lun ,et al."The roles of need-supportive social environments in university physical education courses".International Journal of Sport and Exercise Psychology 17.3(2019):212-231.
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