体育课中的动机导向、无聊和乐趣:自尊和运动自我效能感的中介作用。

IF 1.4 4区 心理学 Q4 PSYCHOLOGY, EXPERIMENTAL Perceptual and Motor Skills Pub Date : 2024-06-01 Epub Date: 2024-03-28 DOI:10.1177/00315125241242147
Rafael E Reigal, Jacobo Hernández-Martos, Diogo Monteiro, Rocío Pérez-López, Antonio Hernández-Mendo, Verónica Morales-Sánchez
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引用次数: 0

摘要

喜欢上体育课的青少年更有可能在课外时间进行体育锻炼。同样,成就目标理论也表明,任务导向型动机与体育课上较高的乐趣水平相关。与此相反,自我导向型动机与上课无聊有关,但一些自我认知(如自尊或运动自我效能感)可能会改变这种关系,并对体育锻炼很重要。本文旨在通过评估自尊和自我效能感的中介效应,分析体育课上的动机导向与乐趣和无聊之间的关系。我们对 478 名 13 至 18 岁的青少年(男 = 14.57;女 = 1.15)进行了调查,问卷包括体育任务和自我定向问卷(TEOSQ)、罗森伯格自尊量表(RSE)、运动自我效能感量表(MSES)和体育内在满意度量表(SSI-EF)。我们使用结构方程模型来评估这些相关变量之间的关系。我们发现,在体育课上,自我导向与无聊之间以及任务导向与乐趣之间存在正相关关系;我们还发现,在体育课上,任务导向与无聊之间存在负相关关系。重要的是,我们观察到自尊和运动自我效能感对体育课动机取向与无聊感和乐趣之间关系的间接影响。这些结果凸显了体育课上学生动机取向的重要性,并说明了自尊和运动自我效能感对这些关系的中介作用。
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Motivational Orientation, Boredom and Fun in Physical Education: The Mediation Role of Self-Esteem and Motor Self-Efficacy.

Adolescents who enjoy physical education (PE) classes are more likely to be active during out-of-school hours. Similarly, achievement goal theory suggests that task-oriented motivation is associated with higher levels of reported fun during PE classes. In contrast, ego-oriented motivation has been related to boredom in class, but some self-perceptions (e.g., self-esteem or motoric self-efficacy) may modify this relationship and are important for physical activity. Our aim in this paper was to analyze the relationships between motivational orientation and fun and boredom in PE classes by assessing the mediating effects of self-esteem and self-efficacy. We surveyed 478 teenagers between 13 and 18 years of age (M = 14.57; SD = 1.15) with the Task and Ego Orientation in Sport Questionnaire (TEOSQ), the Rosenberg Self-Esteem Scale (RSE), the Motor Self-Efficacy Scale (MSES), and the Intrinsic Satisfaction in Sport Scale (SSI-EF). We used a structural equation model to evaluate relationships between these variables of interest. We found a positive relationship between ego orientation and boredom and between task orientation and fun; and we found a negative relationship between task orientation and boredom in PE classes. Importantly, we observed indirect effects from self-esteem and motoric self-efficacy in the relationships between motivational orientation and boredom and fun in PE. These results highlight the importance of students' motivational orientations in PE classes and illustrate that self-perception of self-esteem and motoric self-efficacy can mediate these relationships.

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来源期刊
Perceptual and Motor Skills
Perceptual and Motor Skills PSYCHOLOGY, EXPERIMENTAL-
CiteScore
2.90
自引率
6.20%
发文量
110
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