ABSTRACT

Background: Self-Determination Theory-based studies showed that teachers’ need-supportive styles (i.e. autonomy-supportive and structuring) enhance students’ motivation and well-being, while teachers’ need-thwarting styles (i.e. being controlling and chaotic), have been related to several detrimental outcomes. The value of jointly depicting teachers’ need-supportive and need-thwarting styles in a circular structure has been shown based on multidimensional scaling analyzes on data derived from the recently developed Situation-in-School (SIS) Questionnaire. However, this circumplex approach has only been applied to self-reported measures. Compared to self-reports, observational studies have many methodological advantages (e.g. high ecological validity, objective assessment, opportunities for multi-informant perspectives) and may be of added value to train teachers in their need-supportive styles (e.g. to obtain real-life and concrete examples, and to give teachers more objective and tailored advice).

Purpose: The main objective of this study was to adapt an existing observation instrument so that it matches the recently developed self-reported circumplex measure (SIS-PE-Questionnaire) by developing the called ‘SIS-PE-Coder’. The first aim was to examine whether the circumplex structure could also be found based on observations with the SIS-PE-Coder. The second aim was to test the reliability and validity of the new observation instrument. The third aim was to examine the relations between observed need-supportive and need-thwarting styles and students’ need-based experiences and motivation.

Method: The study sample consisted of 65 PE teachers (M age = 40.15, SD = 11.50 years) and 904 students (M age = 13.23, SD = 1.18 years). One PE lesson of each teacher was video- and audiotaped. At the end of each lesson, students completed questionnaires on their need-based experiences (i.e. need satisfaction and frustration) and their situational motivation towards PE (i.e. intrinsic motivation, identified regulation, introjected regulation, external regulation, and amotivation). Teachers’ need-supportive and need-thwarting styles were assessed by experts using the SIS-PE-Coder (41 items). Internal consistency, intra- and interrater reliability, and interrater agreement were assessed. Internal validity was assessed by examining the structure of the items relying on multidimensional scaling. Multilevel analyzes were performed to examine the relations between observed need-supportive and need-thwarting styles and student outcomes.

Findings: The SIS-PE-Coder showed good reliability and internal validity, with teachers’ need-supportive and need-thwarting styles being depicted in a circular structure. Teachers’ observed autonomy-supportive style was positively related to students’ need satisfaction and intrinsic motivation, and was negatively related to students’ need frustration. Teachers’ observed structuring style was positively related to students’ intrinsic motivation and identified regulation, while being negatively related to students’ amotivation. Teachers’ observed controlling style only showed an unexpected negative relation with introjected regulation. Teachers’ observed chaotic style was negatively related to students’ identified regulation and was positively related to students’ amotivation.

Conclusion: The new observation instrument captures more ‘definitively’ PE teachers’ need-supportive and need-thwarting styles in a comprehensive manner and depicts observations of autonomy-support, structure, control, and chaos in a circular model. The findings revealed that when teachers’ were more autonomy-supportive and structuring, and less chaotic, their students showed higher levels of intrinsic motivation and identified regulation and lower levels of amotivation.

摘要

背景：基于自我决定理论的研究表明，教师的需求支持风格（即自主支持和结构化）可以增强学生的动机和幸福感，而教师的需求阻碍风格（即控制和混乱）则与学生的学习动机和幸福感相关。导致一些有害的结果。基于对最近开发的学校状况（SIS）问卷数据的多维尺度分析，显示了以圆形结构共同描述教师的需求支持和需求阻碍风格的价值。然而，这种迂回方法仅适用于自我报告的措施。与自我报告相比，观察性研究具有许多方法论优势（例如高生态效度、客观评估、

目的：本研究的主要目的是通过开发“SIS-PE-Coder”来调整现有的观测仪器，使其与最近开发的自我报告环测量（SIS-PE-问卷）相匹配。第一个目标是检查是否也可以根据 SIS-PE-Coder 的观察找到环状结构。第二个目的是测试新观测仪器的可靠性和有效性。第三个目的是检查观察到的需求支持和需求阻碍风格与学生基于需求的经验和动机之间的关系。

方法：研究样本包括 65 名体育教师（M 年龄 = 40.15，SD = 11.50 岁）和 904 名学生（M 年龄 = 13.23，SD = 1.18 岁）。每位老师的一节体育课都有视频和录音。在每节课结束时，学生完成了关于他们基于需求的体验（即需要满足和挫折）和他们对体育的情境动机（即内在动机、识别调节、内射调节、外部调节和动机）的调查问卷。专家使用 SIS-PE-Coder（41 项）对教师的需求支持和需求阻碍风格进行了评估。评估了内部一致性、参与者内和参与者间的可靠性以及参与者间的一致性。通过检查依赖于多维尺度的项目结构来评估内部效度。

结果： SIS-PE-Coder 显示出良好的信度和内部效度，教师的需求支持和需求阻碍风格以圆形结构描述。教师观察到的自主支持风格与学生的需要满足和内在动机正相关，与学生的需要受挫负相关。教师观察的结构风格与学生的内在动机和识别调节正相关，而与学生的动机负相关。教师观察到的控制风格与内摄调节仅表现出意想不到的负相关关系。教师观察到的混乱风格与学生的识别调节负相关，与学生的积极性正相关。

结论：新的观察工具更“明确”地全面捕捉了体育教师的需求支持和需求阻碍风格，并以循环模型描绘了对自主支持、结构、控制和混乱的观察。研究结果显示，当教师更加支持自主和结构化、不那么混乱时，学生就会表现出更高水平的内在动机、识别调节和更低水平的动机。