Behzad Behzadnia; Mohammad Keshtidar
Abstract
There has been a growing importance in relation to students’ intention to continue physical activities. The current study, based on self-determination theory, investigated teachers’ interpersonal behaviors in students’ intention to continue physical activities through basic psychological ...
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There has been a growing importance in relation to students’ intention to continue physical activities. The current study, based on self-determination theory, investigated teachers’ interpersonal behaviors in students’ intention to continue physical activities through basic psychological needs mediation role. 120 students who participated in physical education courses fill out the perception of teachers’ autonomy-supportive and control (Fenton et al. 2014), basic psychological needs satisfaction and frustration (Chen et al. 2014), and students’ intention to continue physical activity in future (Chatzisarantis et al. 2003) scales. Pearson correlations and path analysis were used. Also, data were analyzed using SPSS and AMOS. Findings showed that teachers’ autonomy-supportive behaviors directly affect students’ intention to persist (β = .20; p < .01). Also, teachers’ autonomy-supportive behaviors indirectly through basic need satisfaction affected students’ intention to persist. Controlling behaviors only affect basic needs frustration (β = .30; p < .01), but it did not affect students’ intention to persist. The self-determination theory tenets received support, in which when teachers support students’ needs, it results in students need satisfaction and in fact it affects students’ intention to continue physical activity in future. The implication of this study would be applicable for physical education teachers.
