Destekleyici ve Kısıtlayıcı Güdüsel İklimlerin Ortaokul Öğrencilerinin Güdülenme ve Serbest Zaman Fiziksel Aktivite Davranışı Üzerindeki Yordayıcı Rolü

Yıl 2025, Cilt: 5 Sayı: 2, 70 - 85, 29.12.2025

Melisa Açıkel Nurgül Keskin Akın

Öz

Bu araştırmada, ortaokul öğrencilerinin beden eğitimi öğretmeninden algıladıkları destekleyici ve kısıtlayıcı güdüsel iklimin, beden eğitimi dersine yönelik güdülenme, özdeşimle düzenleme ve serbest zamanda fiziksel aktivite (SZFA) davranışı üzerindeki yordayıcı etkileri incelenmiştir. Çalışmaya yaş ortalaması 12,37±0,95 olan 600 ortaokul öğrencisi (307 kız, 293 erkek) katılmıştır. Veri toplama aracı olarak demografik bilgi formu, Beden Eğitimi Öğretmeninden Algılanan Güdüsel İklim Ölçeği, Durumsal Güdülenme Ölçeği ve Haftalık Fiziksel Aktivite Anketi kullanılmıştır. Veriler, Yapısal Eşitlik Modellemesi (YEM) ile analiz edilmiştir. Elde edilen bulgular hem destekleyici hem de kısıtlayıcı güdüsel iklimin içsel güdülenme ve özdeşimle düzenleme üzerinde anlamlı ve pozitif yönde etkisi olduğunu göstermiştir. SZFA davranışını doğrudan etkileyen değişkenler arasında yalnızca kısıtlayıcı güdüsel iklim ve içsel güdülenme yer almış, destekleyici iklimin ve özdeşimle düzenlemenin bu davranış üzerinde anlamlı bir etkisi bulunmamıştır. Ayrıca, hem destekleyici hem de kısıtlayıcı güdüsel iklimin içsel güdülenme aracılığıyla SZFA üzerindeki dolaylı etkileri istatistiksel olarak anlamlı bulunmuştur. Özdeşimle düzenleme yoluyla dolaylı etkiler ise anlamlı değildir. Sonuçlar, öğretmenlerin yarattığı güdüsel iklim ile öğrencilerin içsel güdülenmelerinin desteklenmesinin, fiziksel aktiviteye katılımı artırmada belirleyici bir etken olduğunu göstermektedir.

Anahtar Kelimeler

Destekleyici ve kısıtlayıcı güdüsel iklim , içsel güdülenme , serbest zamanda fiziksel aktivite , beden eğitimi , yapısal eşitlik modellemesi

Etik Beyan

TÜBİTAK 2209-A - Üniversite Öğrencileri Araştırma Projeleri Destekleme Programı 2023 yılı 1. dönem çağrısı kapsamında desteklenmiştir. Bu çalışma, 5-7 Aralık 2024 tarihlerinde Samsun’da düzenlenen 2. Uluslararası Egzersiz ve Spor Bilimleri Kongresi’nde “Beden Eğitimi Öğretmeninden Algılanan Destekleyici ve Kısıtlayıcı Güdüsel İklimin Beden Eğitimi Dersine Yönelik Güdülenme ve Serbest Zamanda Fiziksel Aktivite Davranışı Üzerindeki Rolü” başlığıyla sözel bildiri (özet) olarak sunulmuştur.

Destekleyen Kurum

TÜBİTAK BİDEB

Proje Numarası

1919B012300208

Teşekkür

Bu araştırma TÜBİTAK 2209-A - Üniversite Öğrencileri Araştırma Projeleri Destekleme Programı 2023 yılı 1. dönem çağrısı kapsamında 1919B012300208 başvuru numarasıyla desteklenmiştir. TÜBİTAK’a teşekkür ederiz.

The Predictive Roles of Empowering and Disempowering Motivational Climates in Middle School Students’ Motivation and Leisure-Time Physical Activity

Öz

This study aimed to examine the predictive effects of empowering and disempowering motivational climates perceived from physical education (PE) teachers on students’ motivation and identified regulation toward PE and their leisure-time physical activity (LTPA) behavior. A total of 600 middle school students (307 females, 293 males; Mage = 12.37 ± 0.95) from public secondary schools participated in the study. Data were collected using a demographic information form, the Teacher-Created Empowering and Disempowering Motivational Climate Questionnaire, the Situational Motivation Scale, and the Weekly Physical Activity Questionnaire. Structural Equation Modeling (SEM) was conducted. Results indicated that both empowering and disempowering climates had significant and positive effects on intrinsic motivation and identified regulation. Regarding LTPA behavior, only disempowering climate and intrinsic motivation had significant direct effects, while empowering climate and identified regulation showed no significant direct impact. Additionally, both motivational climates had significant indirect effects on LTPA through intrinsic motivation, but not through identified regulation. Results show that both the teacher-created motivational climate and the support for students’ intrinsic motivation are crucial determinants of physical activity participation.

Anahtar Kelimeler

Empowering and disempowering motivational climate , intrinsic motivation , leisure-time physical activity , physical education , structural equation modeling.

Etik Beyan

This research was supported by TÜBİTAK 2209-A - University Undergraduate Research Projects Support Program 2023 1st Call. We would like to thank TÜBİTAK for their support. This study was presented as an oral presentation (abstract) titled “The Role of Empowering and Disempowering Motivational Climate Perceived from Physical Education Teachers on Motivation towards Physical Education Classes and Leisure Time Physical Activity Behavior” at the 2nd International Congress on Exercise and Sport Sciences held in Samsun, Turkey on 5-7 December 2024.

Destekleyen Kurum

TÜBİTAK BİDEB

Proje Numarası

1919B012300208

Teşekkür

This study was supported by the Scientific and Technological Research Council of Türkiye (TÜBİTAK) under the 2023 1st Term Call of the 2209-A – Research Projects Support Program for Undergraduate Students, with the project number 1919B012300208. We would like to thank TÜBİTAK for its support.

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