Seung-Hyun Cheon

Using the field's state-of-the-art knowledge, we designed, implemented, and assessed the effectiveness of an intervention to help physical education (PE) teachers be more autonomy supportive during instruction. Nineteen secondary-school PE teachers in Seoul were randomly assigned into either an experimental or a delayed-treatment control group, and their 1,158 students self-reported their course-related psychological need satisfaction, autonomous motivation, amotivation, classroom engagement, sk

International audience

Recognizing that students benefit when they receive autonomy-supportive teaching, the current study tested the parallel hypothesis that teachers themselves would benefit from giving autonomy support. Twenty-seven elementary, middle, and high school physical education teachers (20 males, 7 females) were randomly assigned either to participate in an autonomy-supportive intervention program (experimental group) or to teach their physical education course with their existing style (control group) wi

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 teaching increases prosocial and decreases antisocial behavior. Previous research showed that these effects occur because autonomy-supportive teaching improves students' need states (a student-level process). However, the present study investigated whether these effects also occur because autonomy-supportive teaching improves the classroom climate (a classroom-level process). Teachers from 80 physical education classrooms were randomly assigned to participate (or not) in an a

최근 스포츠와 체육 분야에서 가장 널리 활용되는 동기이론 중 자기결정이론은 사회적 요소인 학습 환경이 활동에 참여하는 개인의 심리적 욕구인 자율성, 유능성, 관계성에 직접적으로 영향을 미치며, 이들 욕구는 동기를 비롯한 인지, 정서, 행동 결과에 긍정적 혹은 부정적으로 영향을 미친다는 가정을 전제로 한다. 본 연구에서는 학습 환경 내 지도자에 의한 자율성 지지는 학생들의 심리적 욕구, 자기결정동기 및 인지, 정서, 행동과 관계가 있다는 근거를 토대로 하여 자율성 지지(Reeve, 2002)의 정의와 내포하는 의미를 검토한다. 그리고 이를 현장의 피트니스 프로그램에 적용하여 지도자에 의해 조성된 자율성지지 환경이 학생 참여자들의 심리적 욕구인 자율성, 유능성, 관계성, 자기결정동기, 및 정서-행동적 참여인 즐거움과 노력 등 미래의 신체활동에 미치는 영향력과 효과를 검증한다. 독립표본 t-검정 결과, 자율성 지지를 적용한 피트니스 프로그램의 중재집단은 통제집단에 비해 자율성지지, 자율성