How the Bright and Dark Side of Self-Determination Theory Relate to - - PowerPoint PPT Presentation

LO RC A N C RO N IN 1 , D A V ID M A RC HA N T1 , JUSTIN E A LLEN 2 , C LA IRE M ULV EN N A 3 , D A V ID C ULLEN 4 , G A RETH W ILLIA M S 1 , & PA UL ELLISO N 1

1 ED G E HILL UN IV ERSITY , 2 UN IV ERSITY O F STIRLIN G , 3 UN IV ERSITY O F BO LTO N , & 4 W O O D BRO O K C O LLEG E

How the Bright and Dark Side of Self-Determination Theory Relate to Students’ Life Skills Development Within Physical Education

I ntro duc tio n

• T

hro ug ho ut the wo rld, the pe rso na l de ve lo pme nt o f stude nts is se e n a s a ke y c urric ula r a im o f PE (Ha rdma n, 2011)

• PE

ha s a lso b e e n pro po se d a s a n ide a l se tting fo r the de ve lo pme nt o f life skills (Go uda s, 2010)

• T

e ac he r s play a ke y r

• le in yo ung pe o ple s’ de ve lo pme nt

within PE (Ba ile y e t a l., 2013)

I ntro duc tio n

Se lf- De te r mination T he or y and L ife Skills De ve lopme nt

 Se lf-De te rmina tio n T

he o ry (Rya n a nd De c i, 2000) is a the o ry o f huma n de ve lo pme nt a nd we llne ss

 Ho dg e , Da nish, a nd Ma rtin’ s (2013) c o nc e ptua l fra me wo rk fo r

life skills inte rve ntio ns sug g e ste d tha t Se lf-De te rmina tio n T he o ry c o uld b e utilize d to inve stig a te life skills de ve lo pme nt

 Within PE

, Cro nin e t a l. (2018) fo und tha t te a c he r a uto no my suppo rt wa s re la te d to the de ve lo pme nt o f e ig ht diffe re nt life skills within stude nts

Purpo se o f the Study

L ife Skills

• T

e a mwo rk

• L

e a de rship

• Co mmunic a tio n
• So c ia l skills
• Go a l se tting
• T

ime ma na g e me nt

• Pro b le m so lving
• E

mo tio na l skills

• T

e a c he r a uto no my suppo rt

• Co ntro lling te a c hing

Basic Ne e d Satisfac tion and F r ustr ation

• Auto no my
• Co mpe te nc e
• Re la te dne ss

T e ac hing Climate

Ba rtho lo me w e t a l. (2011) Ha e re ns e t a l. (2015) L iu e t a l. (2017)

Me tho d

Ma le s (n = 189) & fe ma le s (n = 217) Ave ra g e o f 2.02 ho urs o f PE pe r we e k 5 sc ho o ls a c ro ss E ng la nd a nd I re la nd – inc lude d 39 te a c he rs 406 PE Stude nts a g e d 12–17 ye a rs (Ma g e = 13.71 ye a rs)

Pa rtic ipa nts

Me a sure s

Autonomy Suppor tive and Contr

• lling T

e ac hing

• E

mpo we ring a nd Dise mpo we ring Mo tiva tio na l Clima te Que stio nna ire (Apple to n e t a l., 2016)

• Auto no my-Suppo rtive Co a c hing Que stio nna ire

(Co nro y a nd Co a tswo rth, 2007)

• 10 ite ms fo r e a c h sub sc a le

Alpha c oe ffic ie nts = .94 a nd .89

My PE teacher….

Strongly Strongly disagree agree

Gives students choices and options

1 2 3 4 5

Threatens to punish students to keep them in line during PE classes

1 2 3 4 5

Me a sure s

Basic Ne e d Satisfac tion and F r ustr ation

• Ba sic Ne e ds Sa tisfa c tio n a nd F

rustra tio n Sc a le fo r PE

(Ha e re ns e t a l., 2015)

• 24-ite m sc a le

Alpha c oe ffic ie nts = .85 to .91 F ac tor ial validity = suppo rte d via CF

A

During PE lessons…

Not true Completely at all true

I feel a sense of choice and freedom in the things I undertake

1 2 3 4 5

I am capable at what I am doing

1 2 3 4 5

I feel that class members I care about also care about me

1 2 3 4 5

I feel obligated to do certain things

1 2 3 4 5

I feel insecure about my abilities

1 2 3 4 5

I feel excluded from the group I want to belong to

1 2 3 4 5

Me a sure s

PE classes have taught me to…

Not at all A little Some A lot Very much

Work well within a team/ group

1 2 3 4 5

Set specific goals

1 2 3 4 5

Speak clearly to others

1 2 3 4 5

Organise team/group members to work together

1 2 3 4 5

L ife skills de ve lopme nt – L

ife Skills Sc a le fo r PE (Cro nin e t a l., 2018)

• 43 ite ms a sse ssing the e ig ht life skills liste d e a rlie r

Alpha c oe ffic ie nts = .90 to .94 F ac tor ial validity = suppo rte d via CF

A, E SE M a nd b ifa c to r a na lysis

Da ta Ana lyse s

• T
• a sse ss if multile ve l a na lyse s wo uld b e a ppro pria te
• T
• a sse ss the no rma lity o f the da ta a nd po ssib le

g e nde r a nd a g e g ro up diffe re nc e s

• De sc riptive sta tistic s a nd c o rre la tio ns
• Pro c e ss Ma c ro fo r SPSS to a sse ss o ur me dia tio na l

mo de ls (c ro ss c he c ke d o ur finding s using struc tura l e q ua tio n mo de lling a nd the re sults we re sub sta ntive ly ide ntic a l)

Re sults

Strongly Strongly disagree agree 1 2 3 4 5 1 2 3 4 5

Autonomy suppor tive Contr

• lling

Stude nts’ pe rc e ption of the ir PE te a c he r/ s?

Re sults

Not true Completely at all true 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

Autonomy satisfac tion Compe te nc e satisfac tion Re late dne ss satisfac tion Autonomy fr ustr ation Compe te nc e fr ustr ation Re late dne ss fr ustr ation

Stude nts’ pe rc e ption of the PE e nvironme nt?

Re sults

Not at all A little Some A lot Very much 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

T e amwor k Communic ation Soc ial skills L e ade r ship Goal se tting T ime manage me nt Pr

• ble m solving

E motional skills T

• tal life skills

Stude nts’ pe rc e ption of whe the r PE ha s ta ug ht the m the e ig ht diffe re nt life skills?

Co rre la tio na l Re sults

T e a c he r a uto no my suppo rt Auto no my sa tisfa c tio n Re la te dne ss sa tisfa c tio n T e a mwo rk Go a l se tting L e a de rship So c ia l skills Pro b le m so lving E mo tio na l skills T ime ma na g e me nt Co mmunic a tio n Co mpe te nc e sa tisfa c tio n

r ra ng e = .42*** to .68***

Co ntro lling T e a c hing Auto no my frustra tio n Re la te dne ss frustra tio n Co mpe te nc e frustra tio n

r ra ng e = .35*** to .41***

Me dia tio n Re sults

T e a c he r a uto no my Suppo rt Auto no my sa tisfa c tio n Re la te dne ss sa tisfa c tio n

T

• ta l E

ffe c ts = .46*** to .59*** Dire c t E ffe c ts = .11* to .17**

T e a mwo rk Go a l se tting L e a de rship T e a mwo rk Go a l se tting L e a de rship So c ia l skills Pro b le m so lving E mo tio na l skills T ime ma na g e me nt Co mmunic a tio n

β range = .12*** to .55***

Co mpe te nc e sa tisfa c tio n

.64*** .48*** .49***

Disc ussio n

Ke y F indings

• Brig ht side o f the pa thwa y is re la te d to stude nts de ve lo pme nt
• f the ir life skills within PE
• Da rk side o f the pa thwa y is o nly re la te d to ne e d frustra tio n

Pr ac tic al Applic ation

• T

e a c he rs sho uld pro vide a n a uto no my suppo rtive c lima te a nd se e k to sa tisfy stude nts’ thre e b a sic ne e ds

L imitations

• Ca usa lity c o uld no t b e e sta b lishe d
• Se lf-re po rt

Que stio ns

F

• r

those inte r e ste d in c ollabor ating on futur e pr

• je c ts,

c ontac t me at: L

• r

c an.Cr

• nin@e dge hill.ac .uk

Re fe re nc e s

• Apple to n, P., Nto uma nis, N., Que ste d, E

., Vila dric h, C., & Duda , J. (2016). I nitia l va lida tio n o f the c o a c h-c re a te d E mpo we ring a nd Dise mpo we ring Mo tiva tio na l Clima te Que stio nna ire (E DMCQ-C). Psyc ho lo g y o f Spo rt and E xe rc ise , 22, 53–65.

• Ba ile y, R., Hillma n C., Are nt, S., & Pe titpa s, A. (2013). Physic a l a c tivity: An

unde re stima te d inve stme nt in huma n c a pita l. Jo urnal o f Physic al Ac tivity and He alth, 10(3), 289–308.

• Ba rtho lo me w, K

., Nto uma nis, N., Rya n, R., Bo sc h, J. & T hø g e rse n-Nto uma ni, C. (2011). Se lf-de te rmina tio n the o ry a nd diminishe d func tio ning : T he ro le o f inte rpe rso na l c o ntro l a nd psyc ho lo g ic a l ne e d thwa rting . Pe rso nality and So c ial Psyc ho lo g y Bulle tin, 37(11), 1459–1473.

• Co nro y, D., & Co a tswo rth, J. (2007). Asse ssing a uto no my-suppo rtive c o a c hing

stra te g ie s in yo uth spo rt. Psyc ho lo g y o f Spo rt and E xe rc ise , 8(5), 671–684.

• Cro nin, L

., Alle n, J., Mulve nna , C., & Russe ll, P. (2018). An inve stig a tio n o f the re la tio nships b e twe e n the te a c hing c lima te , stude nts’ pe rc e ive d life skills de ve lo pme nt a nd we ll-b e ing within physic a l e duc a tio n. Physic al E duc atio n and Spo rt Pe dag o g y, 23(2), 181–196.

Re fe re nc e s

• Ha e re ns, L

., Ae lte rma n, N., Va nste e nkiste , M., So e ne ns, B., & Va n Pe te g e m, S. (2015). Do pe rc e ive d a uto no my-suppo rtive a nd c o ntro lling te a c hing re la te to physic a l e duc a tio n stude nts' mo tiva tio na l e xpe rie nc e s thro ug h uniq ue pa thwa ys? Disting uishing b e twe e n the b rig ht a nd da rk side o f mo tiva tio n. Psyc ho lo g y o f Spo rt and E xe rc ise , 16, 26–36.

• Ha rdma n, K

. (2011). Glo b a l issue s in the situa tio n o f physic a l e duc a tio n in sc ho o ls.” I n K . Ha rdma n a nd K . Gre e n (E ds.), Co nte mpo rary I ssue s in Physic al E duc atio n (pp. 11–29). Ma ide nhe a d, UK : Me ye r a nd Me ye r Spo rt.

• Ho dg e , K

., Da nish, S., & Ma rtin, J. (2012). De ve lo ping a c o nc e ptua l fra me wo rk fo r life skills inte rve ntio ns. T he Co unse ling Psyc ho lo g ist, 41(8), 1125–1152.

• Go uda s, M. (2010). Pro lo g ue : A re vie w o f life skills te a c hing in spo rt a nd physic a l

e duc a tio n. He lle nic Jo urnal o f Psyc ho lo g y, 7, 241–258.

• L

iu, J., Ba rtho lo me w, K . & Chung , P. (2017). Pe rc e ptio ns o f te a c he rs’ inte rpe rso na l style s a nd we ll-b e ing a nd ill-b e ing in se c o nda ry sc ho o l physic a l e duc a tio n stude nts: T he ro le o f ne e d sa tisfa c tio n a nd ne e d frustra tio n. Sc ho o l Me ntal He alth, 9(4), 360–371.

• Rya n, R. M., & De c i, E

. L . (2000). Se lf-de te rmina tio n the o ry a nd the fa c ilita tio n o f intrinsic mo tiva tio n, so c ia l de ve lo pme nt, a nd we ll-b e ing . Ame ric an Psyc ho lo g ist, 55(1), 68–78.