The Effects of Physical Education Teacher-created MasteryClimate on High School Students’Intrinsic Motivation, Psychological Needs and Satisfaction

• Main Authors: Yao-Ting, Tsai, 蔡耀庭
• Other Authors: Mei-Hwa, Chen
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/43630114984127085197

碩士 === 國立彰化師範大學 === 運動健康研究所 === 103 === The purpose of this research was to explore the effects of teacher-created physical education motivational climate on high school students’ intrinsic motivation, psychological needs and satisfaction in physical education class. The participants consisted of 340 adolescents (age range = 16~19) from senior high school in Chang-hua City. All participants assigned to five classes of mastery climate group, four classes of ordinary teaching group for six weeks volleyball teaching experiment. The participants were asked to complete questionnaires that assess PE motivation and Psychological Need Satisfaction in the semester start and motivational climate, motivation for PE, psychological need satisfaction and PE satisfaction in six weeks later. Statistical analysis used independent samples t test, ANOVA and MANOVA analysis to explore the differences among gender, grade and groups in psychological need satisfaction, intrinsic motivation. Used mixed design of two-way ANCOVA to analysis of the effect of mastery climate intervention on physical education class. Rusults: (a) In the pretest, male students scored significantly higher on intrinsic motivation and psychological needs-competence than female students, and female students scored significantly higher on psychological needs-relatedness than male students. Mastery climate group and general teaching group were no significant differences in intrinsic motivation amd psychological needs satisfaction. (b) In the post-test, mastery climate group students scored significantly higher on intrinsic motivation, psychological need satisfaction and PE satisfaction than ordinary teaching group., The students of mastery climate group scored significantly in post-test higher than pretest. Conclusion: PE teacher created mastery climate helps improve students' intrinsic motivation and psychological needs satisfaction in class. It suggests that teachers should devote their mind to creating a mastery climate with self-improvement as a reference, individualized.