Self-Determination Theory and teacher instruction: A positive partnership for student performance and involvement

Authors

  • Dana J. Perlman Sultan Idris Education University, Malaysia

Keywords:

Game Performance, Self-Determination Theory, Motivation

Abstract

The purpose of this study was to examine the influence of distinct motivationally-based instructional approaches on student’s game performance and involvement. 78 secondary physical education students were taught a unit of volleyball using one in either an autonomy-supportive, controlling or balanced instructional style. Using a pretest and posttest design, students were measured on their game performance and involvement during 20-minute game of volleyball. Data analysis indicated that students engaged in the autonomy-supportive context illustrated significantly higher levels of performance and involvement when compared with the other groups.

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Published

2018-09-29

How to Cite

Perlman, D. J. (2018). Self-Determination Theory and teacher instruction: A positive partnership for student performance and involvement. Journal of Research, Policy & Practice of Teachers and Teacher Education, 4(1), 15–26. Retrieved from https://ojs.upsi.edu.my/index.php/JRPPTTE/article/view/177