Autonomy support, basic needs satisfaction, and involvement in physical education among Norwegian secondary school students
PurposeThis study investigated the relationship between teacher autonomy support, students’ basic psychological needs satisfaction, and involvement in physical education (PE) with gender specific analyses. Additionally, the study examined the validity of a Norwegian version of the Basic Psychologica...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-12-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1505710/full |
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| author | Amund Langøy Amund Langøy Åge Diseth Bente Wold Ellen Haug Ellen Haug |
| author_facet | Amund Langøy Amund Langøy Åge Diseth Bente Wold Ellen Haug Ellen Haug |
| author_sort | Amund Langøy |
| collection | DOAJ |
| description | PurposeThis study investigated the relationship between teacher autonomy support, students’ basic psychological needs satisfaction, and involvement in physical education (PE) with gender specific analyses. Additionally, the study examined the validity of a Norwegian version of the Basic Psychological Needs in PE (BPN-PE) scale.MethodSurvey data from the Norwegian 2017/2018 Health Behaviour in School-aged Children study.ResultsA structural equation model showed that perceived autonomy support from teacher predicted students’ basic needs satisfaction of competence, autonomy and relatedness. Furthermore, satisfaction of competence predicted weekly PE participation and physical activity during PE among boys. The analyses revealed mean level differences with boys scoring higher than girls on all the investigated variables. The findings also supported the validity and reliability of the BPN-PE scale across genders.Discussion/conclusionThe study adds knowledge to the understanding of the relationship between autonomy support from teachers, students basic need satisfaction and students’ involvement in PE. |
| format | Article |
| id | doaj-art-86a6c57fb8ff4ed19fcbd87551d5d09e |
| institution | OA Journals |
| issn | 1664-1078 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-86a6c57fb8ff4ed19fcbd87551d5d09e2025-08-20T02:33:48ZengFrontiers Media S.A.Frontiers in Psychology1664-10782024-12-011510.3389/fpsyg.2024.15057101505710Autonomy support, basic needs satisfaction, and involvement in physical education among Norwegian secondary school studentsAmund Langøy0Amund Langøy1Åge Diseth2Bente Wold3Ellen Haug4Ellen Haug5Department of Teacher Education, NLA University College, Bergen, NorwayDepartment of Health Promotion and Development, University of Bergen, Bergen, NorwayDepartment of Education, University of Bergen, Bergen, NorwayDepartment of Health Promotion and Development, University of Bergen, Bergen, NorwayDepartment of Teacher Education, NLA University College, Bergen, NorwayDepartment of Health Promotion and Development, University of Bergen, Bergen, NorwayPurposeThis study investigated the relationship between teacher autonomy support, students’ basic psychological needs satisfaction, and involvement in physical education (PE) with gender specific analyses. Additionally, the study examined the validity of a Norwegian version of the Basic Psychological Needs in PE (BPN-PE) scale.MethodSurvey data from the Norwegian 2017/2018 Health Behaviour in School-aged Children study.ResultsA structural equation model showed that perceived autonomy support from teacher predicted students’ basic needs satisfaction of competence, autonomy and relatedness. Furthermore, satisfaction of competence predicted weekly PE participation and physical activity during PE among boys. The analyses revealed mean level differences with boys scoring higher than girls on all the investigated variables. The findings also supported the validity and reliability of the BPN-PE scale across genders.Discussion/conclusionThe study adds knowledge to the understanding of the relationship between autonomy support from teachers, students basic need satisfaction and students’ involvement in PE.https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1505710/fullbasic psychological needs in PE scaleparticipation in physical educationgender differencesphysical activityPE teacher |
| spellingShingle | Amund Langøy Amund Langøy Åge Diseth Bente Wold Ellen Haug Ellen Haug Autonomy support, basic needs satisfaction, and involvement in physical education among Norwegian secondary school students Frontiers in Psychology basic psychological needs in PE scale participation in physical education gender differences physical activity PE teacher |
| title | Autonomy support, basic needs satisfaction, and involvement in physical education among Norwegian secondary school students |
| title_full | Autonomy support, basic needs satisfaction, and involvement in physical education among Norwegian secondary school students |
| title_fullStr | Autonomy support, basic needs satisfaction, and involvement in physical education among Norwegian secondary school students |
| title_full_unstemmed | Autonomy support, basic needs satisfaction, and involvement in physical education among Norwegian secondary school students |
| title_short | Autonomy support, basic needs satisfaction, and involvement in physical education among Norwegian secondary school students |
| title_sort | autonomy support basic needs satisfaction and involvement in physical education among norwegian secondary school students |
| topic | basic psychological needs in PE scale participation in physical education gender differences physical activity PE teacher |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1505710/full |
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