Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory

Sustainability

Antonio Baena-Extremera¹  Maríadel Mar Ortiz-Camacho¹  Antonio Granero-Gallegos²  Raúl Baños³ 

[1] Department of Didactic of Corporal Expression, Faculty of Education Sciences, Granada 18071, Spain;Department of Education, Faculty of Education Sciences, Almería 04120, Spain;Department of Physical Education and Sports Science, Autonomous University of Baja California, 21289 Mexicali, Mexico;

关键词: physical education;    motivation;    structural equations;    satisfaction;   

DOI  :  10.3390/su10103613

来源: DOAJ

【 摘 要 】

Objectives: The aim of this study was to analyze a model of prediction of satisfaction with bilingual physical education from basic psychological needs and motivation. Methods: The sample consisted of 758 students (347 men and 411 women) in secondary education in Spain, aged between 13 years and 18 years (M = 15.22, SD = 1.27). Questionnaires of the Scale of Psychological Basic Needs, Perceived Locus of Causality, and the bilingual Scale Satisfaction Instrument (SSI-PE), all adapted to physical education were used in the exercise. Results: Descriptive analyses, correlation and structural equation models were performed. Intrinsic motivation showed a high and positive relationship with identity regulation and satisfaction/fun, and boredom negatively correlated with all scales except amotivation. Conclusion: The equations in this model prove that autonomy is the best predictor of intrinsic motivation, and that this is the best predictor of satisfaction in bilingual physical education.

【 授权许可】

Unknown