Student Interest and Engagement in Middle School Physical Education: Examining the Role of Needs Supportive Teaching

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL International Journal of Educational Psychology Pub Date : 2019-06-24 DOI:10.17583/IJEP.2019.3356
J. Otundo, Alex C. Garn
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引用次数: 10

Abstract

This study examines the complexities of the social learning environment in middle school physical education. Specifically, we investigate the independent and interactive predictive effects of situational interest and needs supportive teaching on students’ personal interest and class engagement. Middle school students (N = 388) in compulsory physical education courses completed questionnaires on situational interest, needs supportive teaching, personal interest, and behavioral and emotional engagement. Results from structural equation modeling tests revealed independent predictive effects of situational interest and needs supportive teaching on personal interest, and behavioral and emotional engagement. There was also an interactive effect between situational interest and needs supportive teaching on personal interest. This association was conditional on a minimum level of needs support in the social learning environment. To date, the conceptualization of situational interest has focused on student – activity interactions; however, our findings highlight the importance of social learning environment on student – activity interactions.
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中学体育教学中学生的兴趣与参与:需求支持教学的作用考察
本研究探讨了中学体育社会学习环境的复杂性。具体而言,我们研究了情境兴趣和需求支持教学对学生个人兴趣和课堂参与的独立和互动预测效应。参加义务体育课程的中学生(N=388)完成了关于情境兴趣、需求支持教学、个人兴趣以及行为和情感参与的问卷调查。结构方程建模测试的结果揭示了情境兴趣和需求支持性教学对个人兴趣、行为和情感参与的独立预测作用。情境兴趣和个人兴趣需求支持教学之间也存在互动效应。这种联系是以社会学习环境中最低水平的需求支持为条件的。到目前为止,情境兴趣的概念化主要集中在学生与活动的互动上;然而,我们的研究结果强调了社会学习环境对学生活动互动的重要性。
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来源期刊
CiteScore
1.90
自引率
0.00%
发文量
13
审稿时长
8 weeks
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