Self-Determination Theory Applied to Physical Education: A Systematic Review and Meta-Analysis
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| Title: | Self-Determination Theory Applied to Physical Education: A Systematic Review and Meta-Analysis |
|---|---|
| Language: | English |
| Authors: | Vasconcellos, Diego (ORCID |
| Source: | Journal of Educational Psychology. Oct 2020 112(7):1444-1469. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Self Determination, Physical Education, Personal Autonomy, Correlation, Structural Equation Models, Meta Analysis, Outcomes of Education, Research Reports, Student Motivation, Self Control, Peer Influence, Teacher Influence, Path Analysis, Behavior Theories, Competence, Cultural Background, Age Differences, Gender Differences, Elementary Secondary Education |
| DOI: | 10.1037/edu0000420 |
| ISSN: | 0022-0663 |
| Abstract: | In this review we examine the evidence regarding self-determination theory within the school physical education context. We applied a multilevel structural equation modeling approach to meta-analyze data from a systematic review that identified 265 relevant studies. In line with theory, autonomous motivation was positively correlated with adaptive outcomes and negatively correlated with maladaptive outcomes. Introjected regulation was modestly correlated with both adaptive and maladaptive outcomes. External regulation and amotivation both showed negative relationships with adaptive outcomes, and positive relationship with maladaptive outcomes. Also supporting SDT, autonomy, competence, and relatedness satisfactions were strongly correlated with autonomous student motivation, and less strongly, but still positively, correlated with introjected regulation. Weak negative correlations were found between autonomy, competence, and relatedness and external regulation. Amotivation had moderate negative correlations with needs satisfaction. Findings further revealed that teachers more greatly impact classroom experiences of autonomy and competence, whereas relatedness in physical education is associated with both peer and teacher influences. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1269770 |
| Database: | ERIC |
| Abstract: | In this review we examine the evidence regarding self-determination theory within the school physical education context. We applied a multilevel structural equation modeling approach to meta-analyze data from a systematic review that identified 265 relevant studies. In line with theory, autonomous motivation was positively correlated with adaptive outcomes and negatively correlated with maladaptive outcomes. Introjected regulation was modestly correlated with both adaptive and maladaptive outcomes. External regulation and amotivation both showed negative relationships with adaptive outcomes, and positive relationship with maladaptive outcomes. Also supporting SDT, autonomy, competence, and relatedness satisfactions were strongly correlated with autonomous student motivation, and less strongly, but still positively, correlated with introjected regulation. Weak negative correlations were found between autonomy, competence, and relatedness and external regulation. Amotivation had moderate negative correlations with needs satisfaction. Findings further revealed that teachers more greatly impact classroom experiences of autonomy and competence, whereas relatedness in physical education is associated with both peer and teacher influences. |
|---|---|
| ISSN: | 0022-0663 |
| DOI: | 10.1037/edu0000420 |
