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Motivational Profiles of High School Physical Education Students: The Role of Controlling Teacher Behavior

Author

Listed:
  • Elisa Huéscar Hernández

    (Department of Health Psychology, Miguel Hernández University of Elche, Avda. Universidad, s/n, 30202 Elche, Spain)

  • Juan Antonio Moreno-Murcia

    (Sports Research Center, Miguel Hernández University of Elche, Avda. de la Universidad, s/n, 30202 Elche, Spain)

  • Lorena Ruíz González

    (Department of Social Psychology, University of Málaga; Avda. Cervantes, 2, 29071 Málaga, Spain)

  • Jaime León González

    (Department of Education, University of Las Palmas de Gran Canaria, C/Santa Juana de Arco, 1, 35004 Las Palmas de Gran Canaria, Spain)

Abstract

(1) Background : The purpose of this study was to identify distinct motivational profiles in high school Physical Education students. These motivational profiles were examined in relation to controlling teacher behaviors, as well as to various psychological correlates including the perceived importance of physical activity to the student, student intentions to be physically active, psychological need satisfaction and current physical activity levels. (2) Methods: 416 high school Physical Education students comprised the sample. (3) Results : Cluster analysis and additional multivariate analyses revealed two motivational profiles, Wilk’s Λ = 0.56, F (7, 431) = 45.50, p < 0.01. The “Self-Determined” profile was characterized by high levels of self-determined motivation; high levels of competence, autonomy and relatedness; importance of physical activity; stronger intentions to engage in physical activity; and greater current actual physical activity involvement. The “Less Self-Determined” profile was associated with the perception of controlling teacher behaviors, and with greater external regulation and amotivation. (4) Conclusions : These findings help to provide new insights into the explanation of student motivation in Physical Education and the design of intervention programs.

Suggested Citation

  • Elisa Huéscar Hernández & Juan Antonio Moreno-Murcia & Lorena Ruíz González & Jaime León González, 2019. "Motivational Profiles of High School Physical Education Students: The Role of Controlling Teacher Behavior," IJERPH, MDPI, vol. 16(10), pages 1-13, May.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:10:p:1714-:d:231559
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    Citations

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    Cited by:

    1. Carlos Montero-Carretero & Eduardo Cervelló, 2019. "Teaching Styles in Physical Education: A New Approach to Predicting Resilience and Bullying," IJERPH, MDPI, vol. 17(1), pages 1-18, December.
    2. Cezary Kuśnierz & Aleksandra M. Rogowska & Iuliia Pavlova, 2020. "Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study," IJERPH, MDPI, vol. 17(16), pages 1-21, August.
    3. Carlos Montero-Carretero & David Barbado & Eduardo Cervelló, 2019. "Predicting Bullying through Motivation and Teaching Styles in Physical Education," IJERPH, MDPI, vol. 17(1), pages 1-12, December.
    4. Andre Koka & Henri Tilga & Hanna Kalajas-Tilga & Vello Hein & Lennart Raudsepp, 2019. "Perceived Controlling Behaviors of Physical Education Teachers and Objectively Measured Leisure-Time Physical Activity in Adolescents," IJERPH, MDPI, vol. 16(15), pages 1-17, July.
    5. Andre Koka & Henri Tilga & Hanna Kalajas-Tilga & Vello Hein & Lennart Raudsepp, 2020. "Detrimental Effect of Perceived Controlling Behavior from Physical Education Teachers on Students’ Leisure-Time Physical Activity Intentions and Behavior: An Application of the Trans-Contextual Model," IJERPH, MDPI, vol. 17(16), pages 1-21, August.

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