Testing the Vallerand’s Motivational Sequence in Physical Education: The Invariance of Teachers’ Motivation to Teach

Year 2021, Volume: 8 Issue: 1, 1 - 13, 31.03.2021

Gökçe Erturan

https://doi.org/10.33200/ijcer.810477

Abstract

The aims of this study were to test the Vallerand's motivational sequence model in physical education and to examine the invariance of the model across PE teachers’ motivation to teach. The study was conducted with 177 high school PE teachers and their 461 students. Motivation to Teach Scale was applied to PE teachers. “Highly intrinsically motivated” and “highly extrinsically motivated” teachers were determined based on the results obtained from this scale. Two highest intrinsically motivated teachers and three highest extrinsically motivated teachers were reached again and their students’ autonomy support, basic psychological needs satisfaction, situational motivation, subjective vitality, and concentration were assessed. Structural equation modelling and Ward invariant analysis were used for the data analysis. Results showed that the more teachers are intrinsically motivated for her profession, the more their students’ autonomy need satisfaction negatively explains their amotivation level in physical education. Perceived autonomy support is the trigger and autonomy need satisfaction is the most important variable in the whole motivational model. Thus, physical education teachers are recommended to create a lesson environment providing autonomy support and considering autonomy need satisfaction to increase students’ well-being.

Keywords

Autonomy support, Basic psychological needs, Student motivation, Teacher motivation, Well-being

References

• Arbuckle, J. L. (2003). Amos (Version 5.0) [Computer Program]. Chicago: IBM SPSS.
• Behzadnia, B., Adachi, P. J., Deci, E. L., & Mohammadzadeh, H. (2018). Associations between students' perceptions of physical education teachers' interpersonal styles and students' wellness, knowledge, performance, and intentions to persist at physical activity: A self-determination theory approach. Psychology of Sport and Exercise, 39, 10-19.
• Blanchard, C., & Vallerand, R. J. (1996). Perceptions of competence, autonomy, and relatedness as psychological mediators of the social factors-contextual motivation relationship. Unpublished manuscript. Université du Québec à Montréal.
• Börü, N. (2018). The Factors Affecting Teacher-Motivation. International Journal of Instruction, 11(4), 761-776.
• Cihangir-Çankaya, Z., & Bacanlı, H. (2003). Adaptation of the needs satisfaction in general scale. VII. National Psychological Counseling.
• Daşdan Ada, E. N., Aşçı, F. H., Kazak, Ç. F. Z., & Altıparmak, M. E. (2012). Durumsal Güdülenme Ölçeği’nin (DGÖ) beden eğitimi ders ortamı için geçerlik ve güvenirliği. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi, 10(1), 7-12.
• De Meyer, J., Tallir, I. B., Soenens, B., Vansteenkiste, M., Aelterman, N., Speleers, L., ... Haerens, L. (2014). Does observed controlling teaching behavior relate to students’ motivation in physical education? Journal of Educational Psychology, 106, 541–554. doi: 10.1037/ a0034399
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
• Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality.
• Erturan‐İlker, G., Quested, E., Appleton, P., & Duda, J. L. (2018). A cross‐cultural study testing the universality of basic psychological needs theory across different academic subjects. Psychology in the Schools, 55(4), 350-365.
• Fernet, C., Trépanier, S. G., Austin, S., & Levesque-Côté, J. (2016). Committed, inspiring, and healthy teachers: How do school environment and motivational factors facilitate optimal functioning at career start? Teaching and Teacher Education, 59, 481-491.
• Goudas, M., & Biddle, S. (1994). Perceived motivational climate and intrinsic motivation in school physical education classes. European Journal of Psychology of Education, 9, 241- 250.
• Guay, F., Boggiano, A. K., & Vallerand, R. J. (2001). Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27(6), 643-650.
• Guay, F., Vallerand, R. J., & Blanchard, C. (2000). On the assessment of situational intrinsic and extrinsic motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion, 24(3), 175-213.
• Güzel Candan, D. & Evin Gencel, İ. (2015). Öğretme Motivasyonu Ölçeği’ni Türkçe’ye uyarlama çalışması. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 36, 72-89.
• Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16, 26–36. doi: 10.1016/j.psychsport.2014.08.013
• Hagger, M. S., Chatzisarantis, N. L., Hein, V., Pihu, M., Soós, I., & Karsai, I. (2007). The perceived autonomy support scale for exercise settings (PASSES): Development, validity, and cross-cultural invariance in young people. Psychology of Sport and Exercise, 8(5), 632-653.
• Holt, A. D., Smedegaard, S., Pawlowski, C. S., Skovgaard, T., & Christiansen, L. B. (2019). Pupils’ experiences of autonomy, competence and relatedness in ‘Move for Well-being in Schools’: A physical activity intervention. European Physical Education Review, 25(3), 640-658.
• IBM Corp. (2007). SPSS for Windows, Version 16.0. Chicago, IL: SPSS Inc. [Computer software]
• Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588–600. doi: 10.1037/a0019682
• Kauffman, D. F., Soylu, M. Y., & Duke, B. (2011). Validation of the motivation to teach scale. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40(40), 279-290.
• La Guardia, J. G., Ryan, R. M., Couchman, C. E., & Deci, E. L. (2000). Within-person variation in security of attachment: a self-determination theory perspective on attachment, need fulfillment, and well-being. Journal of Personality and Social Psychology, 79(3), 367.
• Lam, S., Cheng, RW., &. Ma, W.Y.K. (2009). Teacher and student intrinsic motivation in project-based learning. Instructional Science, 37, 565–578
• Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144.
• Ntoumanis, N. (2001). A self‐determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71(2), 225-242.
• Ntoumanis, N. (2002). Motivational clusters in a sample of British physical education classes. Psychology of Sport and Exercise, 3(3), 177-194.
• Ntoumanis, N. (2005). A prospective study of participation in optional school physical education using a self-determination theory framework. Journal of Educational Psychology, 97(3), 444.
• Ntoumanis, N., & Standage, M. (2009). Motivation in physical education classes: A self-determination theory perspective. Theory and Research in Education, 7(2), 194-202.
• Patrick, B.C., Hisley, J. & Kempler, T. (2000). What's Everybody So Excited About? The Effects of Teacher Enthusiasm on Student Intrinsic Motivation and Vitality. The Journal of Experimental Education, 68:3, 217-236, DOI: 10.1080/00220970009600093
• Pelletier, L., Seguin-Levesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers’ motivation and teaching behaviours. Journal of Educational Psychology, 94, 186–196.
• Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational psychologist, 44(3), 159-175.
• Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: how they teach and motivate students. Journal of Educational Psychology, 9(3), 537–548.
• Reeve, J., & Cheon, S. H. (2016). Teachers become more autonomy supportive after they believe it is easy to do. Psychology of Sport and Exercise, 22, 178-189.
• Standage, M., Duda, J. L. & Ntoumanis, N. (2006) Students' Motivational Processes and Their Relationship to Teacher Ratings in School Physical Education, Research Quarterly for Exercise and Sport, 77(1), 100-110, DOI: 10.1080/02701367.2006.10599336
• Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J., & Ryan, R. M. (2000). Daily well-being: The role of autonomy, competence, and relatedness. Personality and Social Psychology Bulletin, 26, 419– 435.
• Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: how self-determined teaching may lead to self-determined learning. Journal of educational psychology, 99(4), 761.
• Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67.
• Ryan, R. M. & Deci, E. L. (2000b). The Darker and Brighter Sides of Human Existence: Basic Psychological Needs as a Unifying Concept, Psychological Inquiry, 11(4), 319-338, DOI: 10.1207/S15327965PLI1104_03
• Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory: An organismic-dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). Rochester, NY: The University of Rochester Press.
• Standage, M., Duda, J. L., & Ntoumanis, N. (2005). A test of self‐determination theory in school physical education. British Journal of Educational Psychology, 75(3), 411-433.
• Standage, M., Duda, J. L., & Ntoumanis, N. (2005). A test of self‐determination theory in school physical education. British Journal of Educational Psychology, 75(3), 411-433.
• Standage, M., Duda, J. L., & Ntoumanis, N. (2006). Students' motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Research Quarterly for Exercise and Sport, 77(1), 100-110.
• Tilga, H. (2019). Effects of perceived autonomy-supportive and controlling behaviour from physical education teachers on students’ psychological needs and health-related quality of life (Doctoral dissertation).
• Tilga, H., Kalajas-Tilga, H., Hein, V., Raudsepp, L. & Koka, A. (2020). How teachers’ controlling behaviour can ruin students’ intrinsic motivation in a physical education lesson: Test of a conditional process model. International Journal of Sport Psychology.
• Ulstad, S. O., Halvari, H., & Deci, E. L. (2019). The role of students’ and teachers’ ratings of autonomous motivation in a self-determination theory model predicting participation in physical education. Scandinavian journal of educational research, 63(7), 1086-1101.
• Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. P. Zanna (Ed.), Advances in experimental social psychology: Vol. 29 (pp. 271– 360). New York: Academic Press.
• Vallerand, R.J., & Losier, G.F. (1999). An integrative analysis of intrinsic and extrinsic motivation in sport. Journal of Applied Sport Psychology, 11, 142- 169.
• Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J., Antczak, D., Ntoumanis, N., Ryan, R. M., & Lonsdale, C. (2020). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444–1469. https://doi.org/10.1037/edu0000420
• Vermote, B., Aelterman, N., Beyers, W., Aper, L., Buysschaert, F., & Vansteenkiste, M. (2020). The role of teachers’ motivation and mindsets in predicting a (de) motivating teaching style in higher education: A circumplex approach. Motivation and Emotion, 44, 270-294.
• Wild, T. C., Enzle, M. E., Nix, G., & Deci, E. L. (1997). Perceiving others as intrinsically or extrinsically motivated: Effects on expectancy formation and task engagement. Personality and Social Psychology Bulletin, 23(8), 837-848.
• Zhang, T., Solmon, M. A., Kosma, M., Carson, R. L., & Gu, X. (2011). Need support, need satisfaction, intrinsic motivation, and physical activity participation among middle school students. Journal of Teaching in Physical Education, 30(1), 51-68.