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The Relationship between Teachers and Peers’ Motivational Climates, Needs Satisfaction, and Physical Education Grades: An AGT and SDT Approach

Author

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  • Filipe Rodrigues

    (Sports Science School of Rio Maior, Polytechnique Institute of Santarém (ESDRM-IPSantarém), 2040-413 Rio Maior, Portugal
    Life Quality Research Center (CIEQV), 2040-413 Rio Maior, Portugal
    Research Center in Sport, Health and Human Development (CIDESD), 5001-801 Vila Real, Portugal)

  • Diogo Monteiro

    (Sports Science School of Rio Maior, Polytechnique Institute of Santarém (ESDRM-IPSantarém), 2040-413 Rio Maior, Portugal
    Research Center in Sport, Health and Human Development (CIDESD), 5001-801 Vila Real, Portugal)

  • Diogo S. Teixeira

    (Faculty of Physical Education and Sport, University of Lusófona (UHLT/FEFD), 1749-024 Lisbon, Portugal
    Center for the Study of Human Performance (CIPER), 1495-751 Lisbon, Portugal)

  • Luís Cid

    (Sports Science School of Rio Maior, Polytechnique Institute of Santarém (ESDRM-IPSantarém), 2040-413 Rio Maior, Portugal
    Research Center in Sport, Health and Human Development (CIDESD), 5001-801 Vila Real, Portugal)

Abstract

Grounded in achievement goal theory and self-determination theory, this study aimed to examine the associations of students’ perception of learning- and performance-oriented climates created by teachers and peers on basic psychological needs satisfaction, and consequently their relationships with physical education grades. This study had a cross-sectional design, and 589 students aged between 10 and 18 years (M = 12.93; SD = 1.49) were recruited for analysis. Participants completed a multisection survey assessing motivational climates and basic psychological needs, and physical education grades were provided by the physical education teacher. Students’ perception of learning-oriented climates created by teachers and peers was positively and significantly associated with basic psychological needs satisfaction. Additionally, these learning-oriented climates presented a significant indirect association with physical education grades. On the other hand, the performance-oriented climate created by teachers had a negative and significant relationship with basic psychological needs satisfaction and displayed a negative indirect relationship with physical education grades. The performance-oriented climate created by peers had a positive and significant relationship with basic psychological needs satisfaction and displayed a positive indirect relationship with physical education grades. The perception of performance-oriented climates created by peers could represent a boost within the students in physical education features. Teachers have the responsibility of promoting task and learning environments in which students experience positive outcomes, not only on a motivational level but also on a cognitive level.

Suggested Citation

  • Filipe Rodrigues & Diogo Monteiro & Diogo S. Teixeira & Luís Cid, 2020. "The Relationship between Teachers and Peers’ Motivational Climates, Needs Satisfaction, and Physical Education Grades: An AGT and SDT Approach," IJERPH, MDPI, vol. 17(17), pages 1-12, August.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:17:p:6145-:d:403298
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    References listed on IDEAS

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    1. Gwen Weeldenburg & Lars B Borghouts & Menno Slingerland & Steven Vos, 2020. "Similar but different: Profiling secondary school students based on their perceived motivational climate and psychological need-based experiences in physical education," PLOS ONE, Public Library of Science, vol. 15(2), pages 1-17, February.
    2. Elisa Huéscar Hernández & Juan Antonio Moreno-Murcia & Luís Cid & Diogo Monteiro & Filipe Rodrigues, 2020. "Passion or Perseverance? The Effect of Perceived Autonomy Support and Grit on Academic Performance in College Students," IJERPH, MDPI, vol. 17(6), pages 1-13, March.
    3. Juan Antonio Moreno-Murcia & Elisa Huéscar Hernández & Luís Cid & Diogo Monteiro & Filipe Rodrigues & Diogo Teixeira & Jeanette M. López-Walle & Argenis Vergara-Torres & José Tristan & Gabriel Gastélu, 2020. "Assessing the Relationship between Autonomy Support and Student Group Cohesion across Ibero-American Countries," IJERPH, MDPI, vol. 17(11), pages 1-12, June.
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