Interventing Different Learning Environment of Teacher Autonomy Support for Situational Motivation on Students’ Physical Education

• Main Authors: Chen, You-Yi, 陳宥宜
• Other Authors: Wang, Wen-Yi
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/50696689089489031172

碩士 === 臺北市立大學 === 運動教育研究所 === 103 === The purpose of this study was to interventing form different learning environment of teacher autonomy support for situational motivation on students’ physical education. The experimental participants are 117 students (62 boys and 55 girls age all around 12.14 years old) from the same elementary school of Taipei City. Four homogeneity Classes were been selecting by completed “the Elementary School Students’ Motivational Scale in PE” and Four kinds of teacher autonomy support been using in this study. Divided into experimental group A (offer Organizational Autonomy Support environment), the experimental group B (offer Procedural Autonomy Support environment), the experimental group C (offer Cognitive Autonomy Support environment) and a control group (No Autonomy Support). All participations had to complete 12 classes (40 minutes, twice a week, for 6 weeks). After every class, SIMS (Situational Intrinsic Motivation Scale) questionnaire was used to evaluate all participants. One-Way ANOVA was adapted to data statistics. Results: appropriately autonomy supported environment could benefit on students’ situational motivation in PE. However, too much autonomy support environment may not contribute to the development of student motivation situation.