We examined whether coach involvement moderated the predictive effect of coach autonomy support on motivation both directly and indirectly via need satisfaction. 142 soccer players (106 female; 12-15 years) completed measures of coach autonomy support and involvement, need satisfaction, and motivation. For intrinsic motivation and identified regulation, need satisfaction mediated the effect of autonomy support, but there was also a moderated direct effect whereby autonomy support had a positive effect only when involvement was moderate to high. Autonomy support also positively predicted external regulation and negatively predicted amotivation via need satisfaction. Coach-athlete relationships that are both autonomy supportive and involved are associated with more adaptive forms of motivation, and findings suggest that lack of autonomy support may undermine need satisfaction and motivation.
Amanda J. Reynolds and Meghan H. McDonough
Sung Hyeon Cheon, Johnmarshall Reeve, and Yong-Gwan Song
Intervention-induced gains in need satisfaction decrease PE students’ amotivation. The present study adopted a dual-process model to test whether an intervention could also decrease need frustration and hence provide a second supplemental source to further decrease students’ PE amotivation. Using an experimental, longitudinal research design, 19 experienced PE teachers (9 experimental, 10 control) and their 1,017 students participated in an intervention program to help teachers become both more autonomy supportive and less controlling. Multilevel repeated measures analyses showed that students of teachers in the experimental group reported greater T2, T3, and T4 perceived autonomy support, need satisfaction, and engagement and lesser T2, T3, and T4 perceived teacher control, need frustration, and amotivation than did students of teachers in the control group. Multilevel structural equation modeling analyses confirmed the hypothesized dual-process model in which both intervention-induced increases in need satisfaction and intervention-induced decreases need frustration decreased students’ end-of-semester amotivation. We discuss the theoretical and practical implications of this new finding on the dual antecedents of diminished amotivation.
Irina Burchard Erdvik, Tommy Haugen, Andreas Ivarsson, and Reidar Säfvenbom
between participation in PE and indicators of well-being—such as GSW—requires consideration of adolescents’ experience of basic psychological need satisfaction (BPN) in PE class. Self-determination theory maintains that experiences of basic need satisfaction promote intrinsic motivation, internalization
Nicholas S. Washburn, K. Andrew R. Richards, and Oleg A. Sinelnikov
, anchored at one end by those that are highly autonomy-supportive and at the other by those that are highly controlling ( Reeve, 2009 ). Autonomy-supportive teachers generally act in ways that support students’ innate desire for psychological need satisfaction (PNS; Reeve, 2009 ). In application, these
Gert-Jan De Muynck, Maarten Vansteenkiste, Jochen Delrue, Nathalie Aelterman, Leen Haerens, and Bart Soenens
, & Ryan, 1999 ). To better understand the mechanisms behind effects of feedback on athletes’ enjoyment and behavioral functioning (i.e., perseverance and performance), this experimental study examined the role of psychological need satisfaction and self-talk. Specifically, the intervening role of these
Philip M. Wilson, W. Todd Rogers, Wendy M. Rodgers, and T. Cameron Wild
The purpose of this study was to provide initial construct validity evidence for scores derived from the Psychological Need Satisfaction in Exercise (PNSE) scale, a multidimensional instrument designed to measure perceived psychological need satisfaction in line with Deci and Ryanʼs (1985, 2002) self-determination theory (SDT). Participants in two studies (n 1 = 426; n 2 = 581) completed the PNSE along with proxy measures of need satisfaction. The results of an exploratory factor analysis in Study 1 supported the retention of a 3-factor measurement model underpinning PNSE responses. Confirmatory factor analysis conducted in Study 2 corroborated the tenability of the 3-factor measurement model in males and females and indicated partial support for invariance of PNSE scores across gender. Additionally, the scores on both the PNSE-Competence and PNSE-Relatedness subscales displayed a pattern of convergence with proxy measures. High internal consistency estimates (Cronbach α > 0.90) were observed for all PNSE subscale scores, and participants in both studies reported high levels of need satisfaction in exercise contexts. Overall, the findings suggest that the PNSE displays a number of psychometric characteristics that render the instrument useful for examining psychological need satisfaction in exercise contexts.
Johannes Raabe, Kim Tolentino, and Tucker Readdy
and even parental figures; Gould et al., 2002 ), it is also important to note that such need satisfaction is significantly related to coaches’ interpersonal behavior; that is, coaches who perceive their basic psychological needs to be satisfied more frequently engage in optimal, need
Ping Xiang, Bülent Ağbuğa, Jiling Liu, and Ron E. McBride
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.
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.
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: 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.
Tao Zhang, Melinda A. Solmon, Maria Kosma, Russell L. Carson, and Xiangli Gu
Using self-determination theory as a framework, the purpose of this study was to test a structural model of hypothesized relationships among perceived need support from physical education teachers (autonomy support, competence support, and relatedness support), psychological need satisfaction (autonomy, competence, and relatedness), intrinsic motivation, and physical activity. Participants were 286 middle school students in the southeastern U.S. They completed previously validated questionnaires assessing their perceived need support from teachers, need satisfaction, intrinsic motivation, and physical activity. The hypothesized model demonstrated a good fit with the data (RMSEA = .08; CFI = .97; NFI = .96; GFI = .96). Need satisfaction and intrinsic motivation mediated the relationship between need support and physical activity. The constructs of perceived autonomy, competence, and relatedness represent the nutriments that facilitate students’ intrinsic motivation and ultimately positively predict students’ physical activity. The findings supported the theoretical tenets of self-determination theory.
Juliette Stebbings, Ian M. Taylor, and Christopher M. Spray
Within the self-determination theory (Deci & Ryan, 2000) framework, research has considered the consequences of coaches’ autonomy supportive and controlling behaviors on various athlete outcomes (e.g., motivation and performance). The antecedents of such behaviors, however, have received little attention. Coaches (N = 443) from a variety of sports and competitive levels completed a self-report questionnaire to assess their psychological need satisfaction, well-being and perceived interpersonal behaviors toward their athletes. Structural equation modeling demonstrated that coaches’ competence and autonomy need satisfaction positively predicted their levels of psychological well-being, as indexed by positive affect and subjective vitality. In turn, coaches’ psychological well-being positively predicted their perceived autonomy support toward their athletes, and negatively predicted their perceived controlling behaviors. Overall, the results highlight the importance of coaching contexts that facilitate coaches’ psychological need satisfaction and well-being, thereby increasing the likelihood of adaptive coach interpersonal behavior toward athletes.