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Bulent Agbuga, Ping Xiang, Ron E. McBride and Xiaoxia Su

Purpose:

Framed within self-determination theory, this study examined relationships among perceived instructional choices (cognitive, organizational, and procedural), autonomy need satisfaction, and engagement (behavioral, cognitive, and emotional) among Turkish students in middle school physical education.

Methods:

Participants consisted of 246 (124 boys, 122 girls) middle school students enrolled in physical education classes at four public schools in the west Turkey. Questionnaires were used to collect the data.

Results:

Perceived cognitive, organizational and procedural choices were found all important to students’ autonomy need satisfaction and/or engagement. Autonomy need satisfaction fully or partially mediated the relationships between perceived instructional choices and engagement.

Discussion/Conclusion:

The study provides empirical data that instructional choices supported student autonomy need satisfaction, and were related to student engagement in middle school physical education.

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Ping Xiang, Bülent Ağbuğa, Jiling Liu and Ron E. McBride

Purpose:

Using self-determination theory, this study examined unique contributions of relatedness need satisfaction (to both teachers and peers) to intrinsic motivation and engagement (behavioral, cognitive, and emotional) over and above those of autonomy need satisfaction and competence need satisfaction among Turkish students in secondary school physical education.

Method:

Participants were 331 (162 boys, 169 girls) middle and high school students enrolled in physical education classes at four public schools in the southwest Turkey. Data were collected by previously validated questionnaires.

Results:

No gender differences occurred in the mean levels of relatedness to teachers need satisfaction and relatedness to peers need satisfaction. These two types of relatedness need satisfaction made significant unique contributions to student engagement for both boys and girls. The differential roles of relatedness to peers need satisfaction in predicting boys’ and girls’ engagement were observed.

Discussion/Conclusion:

Discussion/Conclusion: The study demonstrated that two types of relatedness need satisfaction uniquely predicted students’ engagement in a secondary school physical education setting. This finding supports self-determination theory that relatedness need satisfaction is an important motivator for students in schools.

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Bulent Agbuga and Ping Xiang

Guided by the trichotomous achievement goal framework, the current study examined mastery, performance-approach, and performance-avoidance goals and their relations to self-reported persistence/effort among Turkish students in secondary physical education. Two hundred twenty-nine students in grades 8 and 11 completed questionnaires assessing their achievement goals and self-reported persistence/effort in secondary physical education. Results of this study revealed that 8th-graders scored significantly higher than 11th-graders on performance-approach goals and self-reported persistence/effort. Mastery goals and performance-approach goals emerged as significant positive predictors of students’ self-reported persistence/effort, but their predictive power varied by grade. Overall, results of this study provide empirical support for the trichotomous achievement goal framework in the context of secondary school physical education.

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Ken Lodewyk and Lauren McNamara

( Tovey, 2007 ); otherwise, they are content to stay indoors for recess especially if there are enough opportunities and choices. For example, a study of recess among Grades 5–7 Turkish students reported that students prefer a choice of indoor and outdoor recess spaces depending on the type of activity