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According to self-determination theory, teachers can motivate students by supporting their psychological needs for relatedness, competence, and autonomy. The present study complements extant research (most of which relied on self-report measures) by relying on observations of need-supportive teaching in the domain of physical education (PE), which allows for the identification of concrete, real-life examples of how teacher need support manifests in the classroom. Seventy-four different PE lessons were coded for 5-min intervals to assess the occurrence of 21 need-supportive teaching behaviors. Factor analyses provided evidence for four interpretable factors, namely, relatedness support, autonomy support, and two components of structure (structure before and during the activity). Reasonable evidence was obtained for convergence between observed and student perceived need support. Yet, the low interrater reliability for two of the four scales indicates that these scales need further improvement.
Leen Haerens, Lynn Van den Berghe, and Jotie De Meyer are with the Department of Movement and Sports Sciences, Ghent University, Ghent, Belgium. Nathalie Aelterman is with Department of Movement and Sports Sciences and the Department of Developmental, Personality and Social Psychology, Ghent University, and with the Flemish Research Foundation, Ghent, Belgium. Bart Soenens and Maarten Vansteenkiste are with the Department of Developmental, Personality and Social Psychology, Ghent University, Ghent, Belgium.
Kwa kununua maudhui haya unakubali na kukubali masharti na masharti kulingana na nadharia ya kujitegemea, walimu wanaweza kuhamasisha wanafunzi kwa kuunga mkono mahitaji yao ya kisaikolojia ya uhusiano, uwezo, na uhuru. Utafiti huu unakamilisha utafiti uliopo (ambayo ilitegemea vipimo vya kujiripoti) kwa kutegemea uchunguzi wa ufundishaji wa msaada wa mahitaji katika uwanja wa elimu ya mwili (PE), ambayo inaruhusu utambulisho wa mifano halisi ya maisha halisi ya jinsi mwalimu anahitaji msaada katika darasa. Mafunzo 74 tofauti ya PE yaliandikwa kwa vipindi vya dakika 5 ili kutathmini kutokea kwa tabia 21 za kufundisha zinazosaidia mahitaji. Uchambuzi wa sababu ulitoa ushahidi kwa sababu nne zinazoweza kutafsiriwa, yaani, msaada wa uhusiano, msaada wa uhuru, na vipengele viwili vya muundo (muundo kabla na wakati wa shughuli). Ushahidi wa busara ulipatikana kwa ajili ya kuungana kati ya uchunguzi na mwanafunzi kuonekana haja ya msaada. Hata hivyo, kuegemea kwa chini kwa kati ya wapimaji kwa viwango viwili kati ya vinne huonyesha kwamba viwango hivi vinahitaji kuboreshwa zaidi. Leen Haerens, Lynn Van den Berghe, na Jotie De Meyer ni pamoja na Idara ya Harakati na Sayansi za Michezo, Chuo Kikuu cha Ghent, Ghent, Ubelgiji. Nathalie Aelterman ni na Idara ya Harakati na Sayansi ya Michezo na Idara ya Maendeleo, Utu na Saikolojia ya Jamii, Chuo Kikuu cha Ghent, na na Flemish Research Foundation, Ghent, Ubelgiji. Bartens na Maarten Vansteenkiste ni pamoja na Idara ya Maendeleo, Utu na Saikolojia ya Jamii, Chuo Kikuu cha Ghent, Ghent, Ubelgiji.