Relationships Between Perceived Teacher’s Autonomy Support, Effort and Physical Self-esteem
Year: 2014
Type: article
Study design: Observational Study
Abstract: Grounded in self-determination theory (SDT), this study aimed at testing the hypothesis that students’ perceptions of autonomy support from physical education (PE) teachers is related via the perceived need satisfaction for autonomy with self-determined motivation, which is in turn related to effort via physical self-esteem. School students from Latvia (n=382) and Estonia (n=345), aged 14-18 years, completed measures of perceived autonomy support from PE teachers, need satisfaction for autonomy, self-determined motivation, perceived effort and physical self-esteem. These study variables were found to be invariant across samples. The results of the structural model showed that perceived autonomy support from a teacher was directly related to perceived effort of students (β=0.24, p<.01), need satisfaction for autonomy (β=0.81, p<.01) and motivation (β=0.30, p<.01). The effect of motivation on perceived effort was partially mediated by physical self-esteem. The results of the proposed model highlighted the role of the students ’ perception autonomy support from teachers on their perceived effort and physical self-esteem via need satisfaction for autonomy and motivation. Key words: self-determination theory, motivational sequence model, outcomes in physical education
Authors: Vello Hein, Agnese Caune
Institution: University of Tartu
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2171148952