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Year 2019, Volume: 17 Issue: 2, 110 - 125, 30.06.2019
https://doi.org/10.33689/spormetre.455760

Abstract

References

  • Amorose, A. J., Anderson-Butcher, D., Newman, T. J., Fraina, M., & Iachini, A. (2016). High school athletes’ self-determined motivation: The independent and interactive effects of coach, father, and mother autonomy support. Psychology of Sport and Exercise, 26, 1-8.
  • Amorose, A.J. ve Anderson-Butcher, D. (2007). Autonomy-supportive coaching and self-determined motivation in high school and college athletes: A test of self-determination theory. Psychology of Sport and Exercise, 8(5), 654-670.
  • Başol, G., Doğuyurt, M. F., & Demir, S. (2016). A content analysis and methodological evaluation of meta-analyses on Turkish samples Türkiye örnekleminde meta analiz çalışmalarının içerik analizi ve metodolojik değerlendirilmesi. Journal of Human Sciences, 13(1), 713-744.
  • Black, A. E., & Deci, E. L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self‐determination theory perspective. Science education, 84(6), 740-756.
  • Borenstein, M., Hedges, L. V., Higgins, J.P., & Rothstein, H. R. (2013). Meta-analize giriş, (Trans. S. Dinçer). Ankara: Anı Yayıncılık.
  • Borenstein, M., Hedges, L.V., Higgins, J.P.T., & Rothstein, H.R. (2009). Introduction to metaanalysis. West Sussex-UK: John Wiley & Sons Ltd.
  • Carpentier, J., & Mageau, G. A. (2013). When change-oriented feedback enhances motivation, well-being and performance: A look at autonomy-supportive feedback in sport. Psychology of Sport and Exercise, 14(3), 423-435.
  • Chan, D. K. C., Dimmock, J. A., Donovan, R. J., Hardcastle, S. A. R. A. H., Lentillon-Kaestner, V., & Hagger, M. S. (2015). Self-determined motivation in sport predicts anti-doping motivation and intention: A perspective from the trans-contextual model. Journal of Science and Medicine in Sport, 18(3), 315-322.
  • Chirkov, V., Ryan, R. M., Kim, Y., & Kaplan, U. (2003). Differentiating autonomy from individualism and independence: A self-determination theory perspective on internalization of cultural orientations and well-being. Journal of Personality and Social Psychology, 84(1), 97–110. doi:10.1037/0022-3514.84.1.97.
  • Cohen L, Manion L, Morrison K (2007) Research Methods in Education. 2. Baskı. New York. Routledge.
  • Cooper, H., Hedges, L. V., & Valentine, J. C. (2009). The handbook of research synthesis and metaanalysis (2nd edition). New York: Russell Sage Publication.
  • Cumming, G. (2012). Understanding the new statistics. New York: Routledge, Taylor and Fransic Group.
  • Curran, T., Appleton, P. R., Hill, A. P., & Hall, H. K. (2011). Passion and burnout in elite junior soccer players: The mediating role of self-determined motivation. Psychology of Sport and Exercise, 12(6), 655-661.
  • Çarkungöz, E., & Ediz, B. (2009). Meta Analizi. Uludağ Üniversitesi Veteriner Fakültesi Dergisi, 28(1):33-37.
  • Çoğaltay, N., Karadağ, E., & Öztekin, Ö. (2014). Okul müdürlerinin dönüşümcü liderlik davranışlarının öğretmenlerin örgütsel bağlılığına etkisi: bir meta-analiz çalışması. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 20(4), 483-500.
  • Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life's domains. Canadian Psychology/Psychologie canadienne, 49(1), 14.
  • Deci, E.L., Ryan, R.M. Williams, G.C., (1996). Need satisfaction and the self regulation of learning, Learning and Individual Differences, 8 (3), pp. 165-183.
  • Deci, E.L., Ryan, R.M., (2000). The “What” And “Why” Of Goal Pursuits: Human Needs And The Self- Determination Of Behavior, Psychological Inquiry, 11, pp. 227–268.
  • Fenton, S. A., Duda, J. L., & Barrett, T. (2016). Optimising physical activity engagement during youth sport: a self-determination theory approach. Journal of sports sciences, 34(19), 1874-1884.
  • Fenton, S. A., Duda, J. L., Quested, E., & Barrett, T. (2014). Coach autonomy support predicts autonomous motivation and daily moderate-to-vigorous physical activity and sedentary time in youth sport participants. Psychology of Sport and Exercise, 15(5), 453-463.
  • Gagné, M., & Deci, E. L. (2005). Self‐determination theory and work motivation. Journal of Organizational behavior, 26(4), 331-362.
  • Gaudreau, P., Morinville, A., Gareau, A., Verner-Filion, J., Green-Demers, I., & Franche, V. (2016). Autonomy support from parents and coaches: Synergistic or compensatory effects on sport-related outcomes of adolescent-athletes?. Psychology of sport and exercise, 25, 89-99.
  • Gillet, N., Berjot, S., Vallerand, R. J., & Amoura, S. (2012). The role of autonomy support and motivation in the prediction of interest and dropout intentions in sport and education settings. Basic and Applied Social Psychology, 34(3), 278-286.
  • Gillet, N., Vallerand, R. J., Amoura, S., & Baldes, B. (2010). Influence of coaches' autonomy support on athletes' motivation and sport performance: A test of the hierarchical model of intrinsic and extrinsic motivation. Psychology of sport and exercise, 11(2), 155-161.
  • Hagger, M. S., & Chatzisarantis, N. L. D. (Eds.). (2007). Intrinsic motivation and self-determination in exercise and sport. Champaign, IL, US: Human Kinetics.
  • Hein, V., & Jõesaar, H. (2015). How perceived autonomy support from adults and peer motivational climate are related with self-determined motivation among young athletes. International Journal of Sport and Exercise Psychology, 13(3), 193-204.
  • Hodge, K., Hargreaves, E. A., Gerrard, D., & Lonsdale, C. (2013). Psychological mechanisms underlying doping attitudes in sport: Motivation and moral disengagement. Journal of Sport and Exercise Psychology, 35(4), 419-432.
  • Hofstede, G., Hofstede, G. J. & Minkov, M. (2010). Cultures and Organizations: Software of the Mind (Rev. 3 rd ed.). New York: McGraw-Hill
  • Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349–366. https://doi.org/10.1037/0022-3514.76.3.349
  • Kolayiş, H. Sarı, İ., Çelik, N. (2017). Parent-Initiated Motivational Climate and Self-Determined Motivation in Youth Sport: How Should Parents Behave to Keep Their Child in Sport? Kinesiology, 49(2): 217-224.
  • Li, C., Kee, Y., Wang, X., & Guo, Q. (2018). The big five personality traits and physical and emotional exhaustion among athletes: the mediating role of autonomous and controlled motivation. International Journal of Sport Psychology, 49(1), 1-16.
  • Lochbaum, M., Kazak Çetinkalp, Z., Graham, K. A., Wright, T., & Zazo, R. (2016). Task and ego goal orientations in competitive sport: A quantitative review of the literature from 1989 to 2016. Kinesiology: International journal of fundamental and applied kinesiology, 48(1), 3-29.
  • Mageau, G. A., & Vallerand, R. J. (2003). The coach–athlete relationship: A motivational model. Journal of sports science, 21(11), 883-904.
  • Markus, H. R., Kitayama, S., & Heiman, R. J. (1996). Culture and "basic" psychological principles. In E. T. Higgins & A. W. Kruglanski (Eds.), Social psychology: Handbook of basic principles (pp. 857-913). New York: Guilford Press.
  • Markus, H., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224–253.
  • Mouratidis, A., & Michou, A. (2011). Perfectionism, self-determined motivation, and coping among adolescent athletes. Psychology of Sport and Exercise, 12(4), 355-367.
  • Ng, F. F. -Y., Kenney-Benson, G. A., & Pomerantz, E. M. (2004). Children's achievement moderates the effects of mothers’ use of control and autonomy support. Child Development, 75, 764–780.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
  • Sarı, İ. (2015). Satisfaction of basic psychological needs and goal orientation in young athletes: A test of basic psychological needs theory. Kinesiology. 47(2): 159-168.
  • Sarı, İ. Bayazıt, B. (2017). The Relationship Between Perceived Coaching Behaviours, Motivation and Self-Efficacy in Wrestlers. Journal of Human Kinetics volume 57, 239-251 DOI: 10.1515/hukin-2017-0065.
  • Sheldon, K. M., & Watson, A. (2011). Coach's autonomy support is especially important for varsity compared to club and recreational athletes. International Journal of Sports Science & Coaching, 6(1), 109-123.
  • Silva, M. N., Marques, M., & Teixeira, P. J. (2014). Testing theory in practice: The example of self-determination theory-based interventions. The European Health Psychologist, 16, 171-180.
  • Smith, A., Ntoumanis, N., & Duda, J. (2010). An investigation of coach behaviors, goal motives, and implementation intentions as predictors of well-being in sport. Journal of Applied Sport Psychology, 22(1), 17-33.
  • Smith, N., Tessier, D., Tzioumakis, Y., Fabra, P., Quested, E., Appleton, P., ... & Duda, J. L. (2016). The relationship between observed and perceived assessments of the coach-created motivational environment and links to athlete motivation. Psychology of Sport and Exercise, 23, 51-63.
  • Solberg, P. A., & Halvari, H. (2009). Perceived autonomy support, personal goal content, and emotional well-being among elite athletes: mediating effects of reasons for goals. Perceptual and Motor Skills, 108(3), 721-743.
  • Spray, C. M., John Wang, C. K., Biddle, S. J., & Chatzisarantis, N. L. (2006). Understanding motivation in sport: An experimental test of achievement goal and self determination theories. European journal of sport science, 6(01), 43-51.
  • Stenling, A., Lindwall, M., & Hassmén, P. (2015). Changes in perceived autonomy support, need satisfaction, motivation, and well-being in young elite athletes. Sport, Exercise, and Performance Psychology, 4(1), 50.
  • Sterne, J. A. C., Egger, M. (2005). Regression methods to detect publication and other bias in meta-analysis. H. R. Rothstein, A. J. Sutton & M. Borenstein (Eds.), Publication bias in meta-analysis: Prevention, assessment and adjustments içinde (s.99-110).West Sussex, England: John Wiley & Sons Ltd.
  • Vallerand, R. J. (2004). Intrinsic and extrinsic motivation in sport. Encyclopedia of Applied Psychology, 2(10), 427-435.
  • Yılmaz, A. (2016). Approaches towards to Higher Education Quality and Accreditation: A Meta-Analysis Application Made up until 2016 year. Journal of Current Researches on Social Sciences.6(1):33-54.

ANTRENÖRDEN ALGILANAN ÖZERKLİK DESTEĞİ VE SPORCULARIN ÖZERK GÜDÜLENMESİ ARASINDAKİ İLİŞKİ: BİR META-ANALİZ ÇALIŞMASI

Year 2019, Volume: 17 Issue: 2, 110 - 125, 30.06.2019
https://doi.org/10.33689/spormetre.455760

Abstract

Hür İrade Kuramı (Self-Determination Theory)
tarafından açıklanan özerk güdülenme kavramı, içsel güdülenme ve dışsal
güdülenmenin daha özerk formlarını ifade etmektedir. İlgili alan yazın, sosyal
çevrenin sporcuların özerk güdülenmesi üzerinde etkisi olduğunu göstermektedir.
Bu doğrultuda, bu araştırmanın amacı antrenörden algılanan özerklik desteği ve
sporcuların özerk güdülenmesi ilişkisini meta-analiz yöntemi ile incelemektir.
Meta-analiz, benzer konularda yapılmış ve birbirinden bağımsız olan
çalışmalardan gerekli verilerin elde edilerek analiz edilmesi ve bu analizler
sonucu genel bir yargıya varma yöntemidir. Verilerin elde edilmesinde, Web of
Science, ERIC, Sport Discus, ULAKBİM ve Science Direct veri tabanları anahtar
kelimeler ile taranarak önceden oluşturulan dahil etme kriterleri kapsamında
araştırmalara ulaşılmıştır. Elde edilen araştırmalar özelliklerine göre
kategorize edilerek moderatör analizleri uygulanmıştır. Pearson r ve örneklem
sayısı gibi değerler kaydedilerek her araştırma için etki büyüklükleri
hesaplanmıştır. Verilerin analizinde Comprehensive Meta-Analysis (CMA) yazılımı
kullanılmıştır. Elde edilen toplam 14 araştırma makalesi içerisinde 18 etki
büyüklüğüne ulaşılmış, 15 etki büyüklüğü üzerinden analizler yapılmıştır
(n=4090 sporcu). Analizler sonucunda, araştırma kapsamına alınan çalışmalar
arasında heterojenite olduğu belirlenmiştir (Q=73.588, p<.05, I2=80.975). Bu
nedenle analizler rastgele etkiler modeline göre değerlendirilmiştir. Tüm etki
büyüklükleri birlikte analiz edildiğinde, antrenörden algılanan özerklik
desteği ve sporcuların özerk güdülenmesi arasında anlamlı pozitif bir ilişkinin
olduğu tespit edilmiştir (r=.34, z=9.20, p<.05). Moderatör değişkenleri olan
spor türü, spor seviyesi ve kıta değişkenlerinin her düzeyi kendi içerisinde
değerlendirildiğinde de anlamlı pozitif bir ilişkinin olduğu ortaya çıkmıştır.
Ayrıca, bu ilişkinin spor türü (QGA=1.783, p=.410), spor seviyesi (QGA=1.291,
p=.524) ve araştırmanın yapıldığı kıta (QGA=0.353, p=.838) değişkenlerine göre
farklılık göstermediği belirlenmiştir. Sonuç olarak antrenörden algılanan
özerklik desteği ve sporcuların özerk güdülenmesi arasında orta düzeyde,
pozitif ve anlamlı bir ilişkinin olduğu ve bu ilişkinin moderatör değişkenlere
göre farklılık göstermediği söylenebilir. Araştırma bulguları doğrultusunda
antrenörlere bazı öneriler sunulmuştur.

References

  • Amorose, A. J., Anderson-Butcher, D., Newman, T. J., Fraina, M., & Iachini, A. (2016). High school athletes’ self-determined motivation: The independent and interactive effects of coach, father, and mother autonomy support. Psychology of Sport and Exercise, 26, 1-8.
  • Amorose, A.J. ve Anderson-Butcher, D. (2007). Autonomy-supportive coaching and self-determined motivation in high school and college athletes: A test of self-determination theory. Psychology of Sport and Exercise, 8(5), 654-670.
  • Başol, G., Doğuyurt, M. F., & Demir, S. (2016). A content analysis and methodological evaluation of meta-analyses on Turkish samples Türkiye örnekleminde meta analiz çalışmalarının içerik analizi ve metodolojik değerlendirilmesi. Journal of Human Sciences, 13(1), 713-744.
  • Black, A. E., & Deci, E. L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self‐determination theory perspective. Science education, 84(6), 740-756.
  • Borenstein, M., Hedges, L. V., Higgins, J.P., & Rothstein, H. R. (2013). Meta-analize giriş, (Trans. S. Dinçer). Ankara: Anı Yayıncılık.
  • Borenstein, M., Hedges, L.V., Higgins, J.P.T., & Rothstein, H.R. (2009). Introduction to metaanalysis. West Sussex-UK: John Wiley & Sons Ltd.
  • Carpentier, J., & Mageau, G. A. (2013). When change-oriented feedback enhances motivation, well-being and performance: A look at autonomy-supportive feedback in sport. Psychology of Sport and Exercise, 14(3), 423-435.
  • Chan, D. K. C., Dimmock, J. A., Donovan, R. J., Hardcastle, S. A. R. A. H., Lentillon-Kaestner, V., & Hagger, M. S. (2015). Self-determined motivation in sport predicts anti-doping motivation and intention: A perspective from the trans-contextual model. Journal of Science and Medicine in Sport, 18(3), 315-322.
  • Chirkov, V., Ryan, R. M., Kim, Y., & Kaplan, U. (2003). Differentiating autonomy from individualism and independence: A self-determination theory perspective on internalization of cultural orientations and well-being. Journal of Personality and Social Psychology, 84(1), 97–110. doi:10.1037/0022-3514.84.1.97.
  • Cohen L, Manion L, Morrison K (2007) Research Methods in Education. 2. Baskı. New York. Routledge.
  • Cooper, H., Hedges, L. V., & Valentine, J. C. (2009). The handbook of research synthesis and metaanalysis (2nd edition). New York: Russell Sage Publication.
  • Cumming, G. (2012). Understanding the new statistics. New York: Routledge, Taylor and Fransic Group.
  • Curran, T., Appleton, P. R., Hill, A. P., & Hall, H. K. (2011). Passion and burnout in elite junior soccer players: The mediating role of self-determined motivation. Psychology of Sport and Exercise, 12(6), 655-661.
  • Çarkungöz, E., & Ediz, B. (2009). Meta Analizi. Uludağ Üniversitesi Veteriner Fakültesi Dergisi, 28(1):33-37.
  • Çoğaltay, N., Karadağ, E., & Öztekin, Ö. (2014). Okul müdürlerinin dönüşümcü liderlik davranışlarının öğretmenlerin örgütsel bağlılığına etkisi: bir meta-analiz çalışması. Kuram ve Uygulamada Egitim Yönetimi Dergisi, 20(4), 483-500.
  • Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life's domains. Canadian Psychology/Psychologie canadienne, 49(1), 14.
  • Deci, E.L., Ryan, R.M. Williams, G.C., (1996). Need satisfaction and the self regulation of learning, Learning and Individual Differences, 8 (3), pp. 165-183.
  • Deci, E.L., Ryan, R.M., (2000). The “What” And “Why” Of Goal Pursuits: Human Needs And The Self- Determination Of Behavior, Psychological Inquiry, 11, pp. 227–268.
  • Fenton, S. A., Duda, J. L., & Barrett, T. (2016). Optimising physical activity engagement during youth sport: a self-determination theory approach. Journal of sports sciences, 34(19), 1874-1884.
  • Fenton, S. A., Duda, J. L., Quested, E., & Barrett, T. (2014). Coach autonomy support predicts autonomous motivation and daily moderate-to-vigorous physical activity and sedentary time in youth sport participants. Psychology of Sport and Exercise, 15(5), 453-463.
  • Gagné, M., & Deci, E. L. (2005). Self‐determination theory and work motivation. Journal of Organizational behavior, 26(4), 331-362.
  • Gaudreau, P., Morinville, A., Gareau, A., Verner-Filion, J., Green-Demers, I., & Franche, V. (2016). Autonomy support from parents and coaches: Synergistic or compensatory effects on sport-related outcomes of adolescent-athletes?. Psychology of sport and exercise, 25, 89-99.
  • Gillet, N., Berjot, S., Vallerand, R. J., & Amoura, S. (2012). The role of autonomy support and motivation in the prediction of interest and dropout intentions in sport and education settings. Basic and Applied Social Psychology, 34(3), 278-286.
  • Gillet, N., Vallerand, R. J., Amoura, S., & Baldes, B. (2010). Influence of coaches' autonomy support on athletes' motivation and sport performance: A test of the hierarchical model of intrinsic and extrinsic motivation. Psychology of sport and exercise, 11(2), 155-161.
  • Hagger, M. S., & Chatzisarantis, N. L. D. (Eds.). (2007). Intrinsic motivation and self-determination in exercise and sport. Champaign, IL, US: Human Kinetics.
  • Hein, V., & Jõesaar, H. (2015). How perceived autonomy support from adults and peer motivational climate are related with self-determined motivation among young athletes. International Journal of Sport and Exercise Psychology, 13(3), 193-204.
  • Hodge, K., Hargreaves, E. A., Gerrard, D., & Lonsdale, C. (2013). Psychological mechanisms underlying doping attitudes in sport: Motivation and moral disengagement. Journal of Sport and Exercise Psychology, 35(4), 419-432.
  • Hofstede, G., Hofstede, G. J. & Minkov, M. (2010). Cultures and Organizations: Software of the Mind (Rev. 3 rd ed.). New York: McGraw-Hill
  • Iyengar, S. S., & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349–366. https://doi.org/10.1037/0022-3514.76.3.349
  • Kolayiş, H. Sarı, İ., Çelik, N. (2017). Parent-Initiated Motivational Climate and Self-Determined Motivation in Youth Sport: How Should Parents Behave to Keep Their Child in Sport? Kinesiology, 49(2): 217-224.
  • Li, C., Kee, Y., Wang, X., & Guo, Q. (2018). The big five personality traits and physical and emotional exhaustion among athletes: the mediating role of autonomous and controlled motivation. International Journal of Sport Psychology, 49(1), 1-16.
  • Lochbaum, M., Kazak Çetinkalp, Z., Graham, K. A., Wright, T., & Zazo, R. (2016). Task and ego goal orientations in competitive sport: A quantitative review of the literature from 1989 to 2016. Kinesiology: International journal of fundamental and applied kinesiology, 48(1), 3-29.
  • Mageau, G. A., & Vallerand, R. J. (2003). The coach–athlete relationship: A motivational model. Journal of sports science, 21(11), 883-904.
  • Markus, H. R., Kitayama, S., & Heiman, R. J. (1996). Culture and "basic" psychological principles. In E. T. Higgins & A. W. Kruglanski (Eds.), Social psychology: Handbook of basic principles (pp. 857-913). New York: Guilford Press.
  • Markus, H., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224–253.
  • Mouratidis, A., & Michou, A. (2011). Perfectionism, self-determined motivation, and coping among adolescent athletes. Psychology of Sport and Exercise, 12(4), 355-367.
  • Ng, F. F. -Y., Kenney-Benson, G. A., & Pomerantz, E. M. (2004). Children's achievement moderates the effects of mothers’ use of control and autonomy support. Child Development, 75, 764–780.
  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
  • Sarı, İ. (2015). Satisfaction of basic psychological needs and goal orientation in young athletes: A test of basic psychological needs theory. Kinesiology. 47(2): 159-168.
  • Sarı, İ. Bayazıt, B. (2017). The Relationship Between Perceived Coaching Behaviours, Motivation and Self-Efficacy in Wrestlers. Journal of Human Kinetics volume 57, 239-251 DOI: 10.1515/hukin-2017-0065.
  • Sheldon, K. M., & Watson, A. (2011). Coach's autonomy support is especially important for varsity compared to club and recreational athletes. International Journal of Sports Science & Coaching, 6(1), 109-123.
  • Silva, M. N., Marques, M., & Teixeira, P. J. (2014). Testing theory in practice: The example of self-determination theory-based interventions. The European Health Psychologist, 16, 171-180.
  • Smith, A., Ntoumanis, N., & Duda, J. (2010). An investigation of coach behaviors, goal motives, and implementation intentions as predictors of well-being in sport. Journal of Applied Sport Psychology, 22(1), 17-33.
  • Smith, N., Tessier, D., Tzioumakis, Y., Fabra, P., Quested, E., Appleton, P., ... & Duda, J. L. (2016). The relationship between observed and perceived assessments of the coach-created motivational environment and links to athlete motivation. Psychology of Sport and Exercise, 23, 51-63.
  • Solberg, P. A., & Halvari, H. (2009). Perceived autonomy support, personal goal content, and emotional well-being among elite athletes: mediating effects of reasons for goals. Perceptual and Motor Skills, 108(3), 721-743.
  • Spray, C. M., John Wang, C. K., Biddle, S. J., & Chatzisarantis, N. L. (2006). Understanding motivation in sport: An experimental test of achievement goal and self determination theories. European journal of sport science, 6(01), 43-51.
  • Stenling, A., Lindwall, M., & Hassmén, P. (2015). Changes in perceived autonomy support, need satisfaction, motivation, and well-being in young elite athletes. Sport, Exercise, and Performance Psychology, 4(1), 50.
  • Sterne, J. A. C., Egger, M. (2005). Regression methods to detect publication and other bias in meta-analysis. H. R. Rothstein, A. J. Sutton & M. Borenstein (Eds.), Publication bias in meta-analysis: Prevention, assessment and adjustments içinde (s.99-110).West Sussex, England: John Wiley & Sons Ltd.
  • Vallerand, R. J. (2004). Intrinsic and extrinsic motivation in sport. Encyclopedia of Applied Psychology, 2(10), 427-435.
  • Yılmaz, A. (2016). Approaches towards to Higher Education Quality and Accreditation: A Meta-Analysis Application Made up until 2016 year. Journal of Current Researches on Social Sciences.6(1):33-54.
There are 50 citations in total.

Details

Primary Language Turkish
Subjects Sports Medicine
Journal Section Research Article
Authors

İhsan Sarı 0000-0002-9090-8447

Publication Date June 30, 2019
Published in Issue Year 2019 Volume: 17 Issue: 2

Cite

APA Sarı, İ. (2019). ANTRENÖRDEN ALGILANAN ÖZERKLİK DESTEĞİ VE SPORCULARIN ÖZERK GÜDÜLENMESİ ARASINDAKİ İLİŞKİ: BİR META-ANALİZ ÇALIŞMASI. SPORMETRE Beden Eğitimi Ve Spor Bilimleri Dergisi, 17(2), 110-125. https://doi.org/10.33689/spormetre.455760

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