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Contextual Antecedents of Psychological Well-Being in Physical Education

Yıl 2019, Cilt: 45 Sayı: 45, 99 - 115, 03.01.2019

Öz

The aim of the study was to examine contextual antecedents of psychological well-being in physical education classes. Data were collected from 431 high school students in two public high schools. Questionnaire pack consisted of the scales tapping students’ perception of teacher’s autonomy support, basic psychological needs satisfaction, intrinsic motivation, fear of negative evaluation, social appearance anxiety, subjective vitality and concentration. Path analysis supported a model in which autonomy support positively predicted students’ psychological need satisfaction, which, in turn positively influenced students’ intrinsic motivation. Intrinsic motivation positively predicted concentration and subjective vitality positively, fear of negative evaluation negatively. Bearing in mind that teacher’s autonomy support in physical education can be considered as a tool to enhance adolescents’ concentration and vitality while it can help to reduced adolescents’ fear of negative evaluation and social appearance anxiety.

Kaynakça

  • Ryan, R.M. ve Frederick, C. (1997). On energy, personality and health: subjective vitality as a dynamic reflection of well-being. Journal of Personality, 65, 529–565.
  • Adie, J. W., Duda, J. L, ve Ntoumanis, N. (2012). Perceived coach-autonomy support, basic need satisfaction and the well- and ill-being of elite youth soccer players: A longitudinal investigation. Psychology of Sport and Exercise, 13, 51-59.
  • Sheikhi Fini, A. A., Kavousian, J., Beigy, A. ve Emami, M. (2010). Subjective vitality and its anticipating variables on students. Procedia Social and Behavioral Sciences, 5, 150–156.
  • Sheldon, K. M., Ryan, R.M., Deci, E. L. ve Kasser, T. (2004). The independent effects of goal contents and motives on well-being: it’s both what you pursue and why you pursue it. Personality and Social Psychology Bulletin, 30, 475-486.
  • Standage, M. ve Gillison, F. (2007). Students' motivational responses toward school physical education and their relationship to general self-esteem and health-related quality of life. Psychology of Sport and Exercise, 8, 704-721.
  • Standage, M., Duda, J. L. ve Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75, 411-433.
  • Standage, M., Duda, J.L. ve Ntoumanis, N. (2003). A model of contextual motivation in physical education: using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of Educational Psychology, 95, 97-110.
  • Stone, D. N., Deci, E. L. ve Ryan, R. M. (2009). Beyond talk: creating autonomous motivation through self-determination theory. Journal of General Management, 34(3), 75-91.
  • Taylor, I. M. ve Lonsdale, C. (2010). Cultural differences in the relationships among autonomy support, psychological need satisfaction, subjective vitality, and effort in British and Chinese physical education. Journal of Sport & Exercise Psychology, 32, 655-673.
  • Vallerand, R. J. (1997). Towards a hierarchical model of intrinsic and extrinsic motivation. In M. P. Zanna (Ed.), Advances in experimental social psychology (pp. 271-359). New York: Academic Press.
  • Hart, E. A., Leary, M. R. ve Rejeski, W. J. (1989). The measurement of social physique anxiety. Journal of Sport & Exercise Psychology, 11, 94-104.
  • Wıllıams, G. C., Gagne, M., Ryan, R. M. ve Deci, E. L. (2002). Facilitating autonomous motivation for smoking cessation. Health Psychology, 21, 40–50.
  • Wıllıams, G. C., Grow, V. M., Freedman, Z., Ryan, R. M. ve Deci, E. L. (1996). Motivational predictors of weight loss and weight-loss maintenance. Journal of Personality and Social Psychology, 70, 115- 126.
  • Bacanlı, H. ve Çankaya-Cihangir, Z. (2003). İhtiyaç doyum ölçeği uyarlama çalışması. VII. Ulusal Psikolojik Danışma ve Rehberlik Kongresine sunulmuş bildiri,
  • Yli-Piipari, S., Watt, A., Jaakkola, T., Lıukkonen, J. ve Nurmi, J. (2009). Relationships between physical education students’ motivational profiles, enjoyment, state anxiety, and self-reported physical activity. Journal of Sports Science and Medicine, 8, 327-336.
  • Yousefi B, Hassani Z. ve Shokri O. (2009). Reliability and factor validity of the 7-item social physique anxiety scale (SPAS-7) among university students in Iran. World Journal of Sport Sciences, 2, 201-204.
  • Bagøien, T. E., Halvari, H. ve Nesheim, H. (2010). Self-determined motivation in physical education and its links to motivation for leisure-time physical activity, physical activity, and well-being in general. Perceptual and Motor Skills, 111(2), 407-432.
  • Bartholomew, K. J., Ntoumanis, N., Ryan, R. M. ve Thøgersen-Ntoumani, C. (2011). Psychological need thwarting in the sport context: assessing the darker side of athletic experience. Journal of Sport & Exercise Psychology, 33, 75-102.
  • Cox, A. E., Duncheon, N. ve Mcdavid, L. (2009). Peers and teachers as sources of relatedness perceptions, motivation and affective responses in physical education. Research Quarterly for Exercise and Sport, 80, 765-773.
  • Deci, E. L. ve Ryan, R. M. (2000). The ‘‘what’’ and ‘‘why’’ of goal pursuits: human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268.
  • Deci, E. L. ve Ryan, R. M. (2008). Facilitating optimal motivation and psychological well- being across life’s domains. Canadian Psychology, 49(1), 14–23.
  • Hart, T. A., Flora, D. B., Palyo, S. A., Fresco, D. M., Holle, C. ve Heimberg, R. G. (2008). Development and examination of the social appearance anxiety scale. Assessment, 15(1), 48-59.
  • Deci, E. L., Ryan, R. M., Gagne, M., Leone, D., Usunov, J. ve Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country. Personality and Social Psychology Bulletin, 27, 930–942.
  • Guay, F., Vallerand, R.J. ve Blanchard, C. (2000). On the assessment of state intrinsic and extrinsic motivation: the situational motivation scale (SIMS). Motivation and Emotion, 24, 175-213. Hagger, M. S., Chatzisarantis, N. L., Culverhouse, T. ve Biddle, S. J. (2003). The processes by which perceived autonomy support in physical education promotes leisure-time physical activity intentions and behavior: a trans-contextual model. Journal of Educational Psychology, 95(4), 784.
  • Leary, M. R. (1983). A brief version of the fear of negative evaluation scale. Personality and Social Psychology Bulletin, 9, 371-376.
  • Leary, M. R. ve Kowalski, R. M. (1995). Social anxiety. New York: Guilford.
  • Miquelon, P. ve Vallerand, R. J. (2006). Goal motives, well-being, and physical health: happiness and self-realization as psychological resources under challenge. Motivation and Emotion, 30(4), 259-272.
  • Ntoumanis, N. A. (2001). Self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71, 225-242. Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill
  • Ommundsen, Y. ve Kvalo, S.E. (2007). Autonomy-mastery supportive or performance focused? different teacher behaviours and pupils’ outcomes in physical education. Scandinavian Journal of Educational Research, 51(4), 385–413.
  • Reinboth, M., Duda, J. L. ve Ntoumanis, N. (2004). Dimensions of coaching behavior, need satisfaction, and the psychological and physical welfare of young athletes. Motivation and Emotion, 8, 297-313.
  • Ryan, R. M. ve Deci. E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

Beden Eğitiminde Psikolojik İyi Oluşun Bağlamsal Temelleri

Yıl 2019, Cilt: 45 Sayı: 45, 99 - 115, 03.01.2019

Öz

Bu çalışmanın amacı beden eğitimi derslerinde psikolojik iyi
oluşun bağlamsal temellerini incelemektir.
Veriler, iki devlet
okulundan toplam
431
lise öğrencisinden toplanmıştır.
Ölçek paketi, algılanan özerklik
desteği, temel psikolojik ihtiyaçların tatmini, içsel güdülenme, öznel
zindelik, konsantrasyon, olumsuz değerlendirilme korkusu ve sosyal görünüş
kaygısını ölçen ölçeklerden oluşmaktadır. Yapısal Eşitlik Modeli sonuçları,
derste öğretmenin yarattığı özerklik desteğinin, öğrencilerin üç temel
psikolojik ihtiyacını açıkladığı, içsel motivasyonunu desteklediği ve bu
ilişkinin de öğrencilerin olumsuz değerlendirilme korkusu ve sosyal görünüş
kaygısını negatif yönde, öznel zindelik ve konsantrasyon düzeylerini ise
pozitif yönde açıkladığını göstermektedir. Sonuçlar ışığında beden eğitimi derslerinde
özerklik desteği, ergenlik dönemindeki öğrencilerin konsantrasyonunu ve
zindeliğini artıran, sosyal görünüş kaygısı ve olumsuz değerlendirilme
korkusunu azaltan bir araç olarak düşünülebilir. 

Kaynakça

  • Ryan, R.M. ve Frederick, C. (1997). On energy, personality and health: subjective vitality as a dynamic reflection of well-being. Journal of Personality, 65, 529–565.
  • Adie, J. W., Duda, J. L, ve Ntoumanis, N. (2012). Perceived coach-autonomy support, basic need satisfaction and the well- and ill-being of elite youth soccer players: A longitudinal investigation. Psychology of Sport and Exercise, 13, 51-59.
  • Sheikhi Fini, A. A., Kavousian, J., Beigy, A. ve Emami, M. (2010). Subjective vitality and its anticipating variables on students. Procedia Social and Behavioral Sciences, 5, 150–156.
  • Sheldon, K. M., Ryan, R.M., Deci, E. L. ve Kasser, T. (2004). The independent effects of goal contents and motives on well-being: it’s both what you pursue and why you pursue it. Personality and Social Psychology Bulletin, 30, 475-486.
  • Standage, M. ve Gillison, F. (2007). Students' motivational responses toward school physical education and their relationship to general self-esteem and health-related quality of life. Psychology of Sport and Exercise, 8, 704-721.
  • Standage, M., Duda, J. L. ve Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75, 411-433.
  • Standage, M., Duda, J.L. ve Ntoumanis, N. (2003). A model of contextual motivation in physical education: using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of Educational Psychology, 95, 97-110.
  • Stone, D. N., Deci, E. L. ve Ryan, R. M. (2009). Beyond talk: creating autonomous motivation through self-determination theory. Journal of General Management, 34(3), 75-91.
  • Taylor, I. M. ve Lonsdale, C. (2010). Cultural differences in the relationships among autonomy support, psychological need satisfaction, subjective vitality, and effort in British and Chinese physical education. Journal of Sport & Exercise Psychology, 32, 655-673.
  • Vallerand, R. J. (1997). Towards a hierarchical model of intrinsic and extrinsic motivation. In M. P. Zanna (Ed.), Advances in experimental social psychology (pp. 271-359). New York: Academic Press.
  • Hart, E. A., Leary, M. R. ve Rejeski, W. J. (1989). The measurement of social physique anxiety. Journal of Sport & Exercise Psychology, 11, 94-104.
  • Wıllıams, G. C., Gagne, M., Ryan, R. M. ve Deci, E. L. (2002). Facilitating autonomous motivation for smoking cessation. Health Psychology, 21, 40–50.
  • Wıllıams, G. C., Grow, V. M., Freedman, Z., Ryan, R. M. ve Deci, E. L. (1996). Motivational predictors of weight loss and weight-loss maintenance. Journal of Personality and Social Psychology, 70, 115- 126.
  • Bacanlı, H. ve Çankaya-Cihangir, Z. (2003). İhtiyaç doyum ölçeği uyarlama çalışması. VII. Ulusal Psikolojik Danışma ve Rehberlik Kongresine sunulmuş bildiri,
  • Yli-Piipari, S., Watt, A., Jaakkola, T., Lıukkonen, J. ve Nurmi, J. (2009). Relationships between physical education students’ motivational profiles, enjoyment, state anxiety, and self-reported physical activity. Journal of Sports Science and Medicine, 8, 327-336.
  • Yousefi B, Hassani Z. ve Shokri O. (2009). Reliability and factor validity of the 7-item social physique anxiety scale (SPAS-7) among university students in Iran. World Journal of Sport Sciences, 2, 201-204.
  • Bagøien, T. E., Halvari, H. ve Nesheim, H. (2010). Self-determined motivation in physical education and its links to motivation for leisure-time physical activity, physical activity, and well-being in general. Perceptual and Motor Skills, 111(2), 407-432.
  • Bartholomew, K. J., Ntoumanis, N., Ryan, R. M. ve Thøgersen-Ntoumani, C. (2011). Psychological need thwarting in the sport context: assessing the darker side of athletic experience. Journal of Sport & Exercise Psychology, 33, 75-102.
  • Cox, A. E., Duncheon, N. ve Mcdavid, L. (2009). Peers and teachers as sources of relatedness perceptions, motivation and affective responses in physical education. Research Quarterly for Exercise and Sport, 80, 765-773.
  • Deci, E. L. ve Ryan, R. M. (2000). The ‘‘what’’ and ‘‘why’’ of goal pursuits: human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268.
  • Deci, E. L. ve Ryan, R. M. (2008). Facilitating optimal motivation and psychological well- being across life’s domains. Canadian Psychology, 49(1), 14–23.
  • Hart, T. A., Flora, D. B., Palyo, S. A., Fresco, D. M., Holle, C. ve Heimberg, R. G. (2008). Development and examination of the social appearance anxiety scale. Assessment, 15(1), 48-59.
  • Deci, E. L., Ryan, R. M., Gagne, M., Leone, D., Usunov, J. ve Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former eastern bloc country. Personality and Social Psychology Bulletin, 27, 930–942.
  • Guay, F., Vallerand, R.J. ve Blanchard, C. (2000). On the assessment of state intrinsic and extrinsic motivation: the situational motivation scale (SIMS). Motivation and Emotion, 24, 175-213. Hagger, M. S., Chatzisarantis, N. L., Culverhouse, T. ve Biddle, S. J. (2003). The processes by which perceived autonomy support in physical education promotes leisure-time physical activity intentions and behavior: a trans-contextual model. Journal of Educational Psychology, 95(4), 784.
  • Leary, M. R. (1983). A brief version of the fear of negative evaluation scale. Personality and Social Psychology Bulletin, 9, 371-376.
  • Leary, M. R. ve Kowalski, R. M. (1995). Social anxiety. New York: Guilford.
  • Miquelon, P. ve Vallerand, R. J. (2006). Goal motives, well-being, and physical health: happiness and self-realization as psychological resources under challenge. Motivation and Emotion, 30(4), 259-272.
  • Ntoumanis, N. A. (2001). Self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71, 225-242. Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill
  • Ommundsen, Y. ve Kvalo, S.E. (2007). Autonomy-mastery supportive or performance focused? different teacher behaviours and pupils’ outcomes in physical education. Scandinavian Journal of Educational Research, 51(4), 385–413.
  • Reinboth, M., Duda, J. L. ve Ntoumanis, N. (2004). Dimensions of coaching behavior, need satisfaction, and the psychological and physical welfare of young athletes. Motivation and Emotion, 8, 297-313.
  • Ryan, R. M. ve Deci. E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Aykan Kurucan Bu kişi benim

Gökçe Erturan İlker

Yayımlanma Tarihi 3 Ocak 2019
Gönderilme Tarihi 2 Şubat 2018
Kabul Tarihi 19 Haziran 2018
Yayımlandığı Sayı Yıl 2019 Cilt: 45 Sayı: 45

Kaynak Göster

APA Kurucan, A., & Erturan İlker, G. (2019). Beden Eğitiminde Psikolojik İyi Oluşun Bağlamsal Temelleri. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45(45), 99-115.