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The Relation between Physical Education Teachers’ (De-)Motivating Style, Students’ Motivation, and Students’ Physical Activity: A Multilevel Approach

Author

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  • Nele Van Doren

    (Department of Movement and Sports Sciences, Faculty of Medicine and Health Sciences, Ghent University, 9000 Ghent, Belgium)

  • Katrien De Cocker

    (Department of Movement and Sports Sciences, Faculty of Medicine and Health Sciences, Ghent University, 9000 Ghent, Belgium)

  • Tom De Clerck

    (Department of Movement and Sports Sciences, Faculty of Medicine and Health Sciences, Ghent University, 9000 Ghent, Belgium)

  • Arwen Vangilbergen

    (Department of Movement and Sports Sciences, Faculty of Medicine and Health Sciences, Ghent University, 9000 Ghent, Belgium)

  • Ruben Vanderlinde

    (Department of Educational Studies, Faculty of Psychology and Educational Sciences, Ghent University, 9000 Ghent, Belgium)

  • Leen Haerens

    (Department of Movement and Sports Sciences, Faculty of Medicine and Health Sciences, Ghent University, 9000 Ghent, Belgium)

Abstract

Research suggests that physical education (PE) teachers can play a crucial role in the promotion of students’ physical activity. Grounded in Self-Determination Theory, this study investigated how students’ perceptions of PE teachers (de-)motivating style relate to students’ device-based physical activity levels during PE. Moreover, it was examined whether students’ motivation plays an intervening role in this relation and whether students’ physical activity differs according to their gender and lesson topic. A sample of 302 secondary school students aged between 11 and 16 years (M = 13.05, SD = 1.04) completed a questionnaire assessing their perceptions of teachers’ (de-)motivating style and their personal motivation toward PE. Students also wore ActiGraph GT3X accelerometers during the PE lesson. Multilevel structural equation modeling revealed that the teachers’ motivating style had a significant positive relation with students’ autonomous motivation, both at the student level and the class level, and teachers’ controlling style had a significant positive relation with students’ controlled motivation and amotivation at both levels. However, in terms of students’ physical activity levels, students’ gender, the lesson topic, and teachers’ controlling style seemed to be more decisive than students’ motivation and teachers’ motivating style.

Suggested Citation

  • Nele Van Doren & Katrien De Cocker & Tom De Clerck & Arwen Vangilbergen & Ruben Vanderlinde & Leen Haerens, 2021. "The Relation between Physical Education Teachers’ (De-)Motivating Style, Students’ Motivation, and Students’ Physical Activity: A Multilevel Approach," IJERPH, MDPI, vol. 18(14), pages 1-17, July.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:14:p:7457-:d:593191
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    References listed on IDEAS

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    1. Furong Xu & Sue K. Adams & Steven A. Cohen & Jacob E. Earp & Mary L. Greaney, 2019. "Relationship between Physical Activity, Screen Time, and Sleep Quantity and Quality in US Adolescents Aged 16–19," IJERPH, MDPI, vol. 16(9), pages 1-12, April.
    2. 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.
    3. David Sánchez-Oliva & Athanasios Mouratidis & Francisco M. Leo & José L. Chamorro & Juan J. Pulido & Tomás García-Calvo, 2020. "Understanding Physical Activity Intentions in Physical Education Context: A Multi-Level Analysis from the Self-Determination Theory," IJERPH, MDPI, vol. 17(3), pages 1-14, January.
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    Cited by:

    1. Man Jiang & Hongli Yu & Juan He & Guoping Qian & Marcin Bialas, 2023. "Professional Development Workshop for Physical Education Teachers in Southwest China: Benefiting Tai Chi Students with Pedagogical Content Knowledge," Sustainability, MDPI, vol. 15(13), pages 1-16, July.
    2. Elina Renko & Anja Koski-Jännes & Pilvikki Absetz & Taru Lintunen & Nelli Hankonen, 2022. "A qualitative study of pre-service teachers’ experienced benefits and concerns of using motivational interaction in practice after a training course," Palgrave Communications, Palgrave Macmillan, vol. 9(1), pages 1-11, December.

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