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

Filipe Rodrigues, Diogo Monteiro, Diogo S. Teixeira and Luís Cid
Additional contact information
Filipe Rodrigues: Sports Science School of Rio Maior, Polytechnique Institute of Santarém (ESDRM-IPSantarém), 2040-413 Rio Maior, Portugal
Diogo Monteiro: Sports Science School of Rio Maior, Polytechnique Institute of Santarém (ESDRM-IPSantarém), 2040-413 Rio Maior, Portugal
Diogo S. Teixeira: Faculty of Physical Education and Sport, University of Lusófona (UHLT/FEFD), 1749-024 Lisbon, Portugal
Luís Cid: Sports Science School of Rio Maior, Polytechnique Institute of Santarém (ESDRM-IPSantarém), 2040-413 Rio Maior, Portugal

IJERPH, 2020, vol. 17, issue 17, 1-12

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.

Keywords: learning climate; performance climate; basic needs; physical education; grades; classroom (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/1660-4601/17/17/6145/pdf (application/pdf)
https://www.mdpi.com/1660-4601/17/17/6145/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jijerp:v:17:y:2020:i:17:p:6145-:d:403298

Access Statistics for this article

IJERPH is currently edited by Ms. Jenna Liu

More articles in IJERPH from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().