Ortaokul beden eğitimi ve spor dersinde ihtiyaç destekleyici öğretim stili, psikolojik ihtiyaç tatmini, motivasyon ve mutluluk düzeyi arasındaki ilişkiler
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Amaç: Bu araştırmada, ortaokul öğrencilerinin beden eğitimi ve spor dersi öğretmenlerinden algıladıkları ihtiyaç desteği ile temel psikolojik ihtiyaç doyumu, motivasyon ve mutluluk düzeyleri arasındaki ilişkilerin yapısal eşitlik modeli ile incelenmesi amaçlanmıştır. Materyal ve Metot: Araştırma, nicel araştırma yöntemlerinden ilişkisel tarama modelinde tasarlanmıştır. Araştırmanın örneklemi, 1266 resmi ortaokul öğrencisinden oluşmaktadır. Çalışmada, veri toplama aracı olarak, "Beden Eğitiminde İhtiyaç Destekleyici Öğretim Stili Ölçeği", "Beden Eğitiminde Temel Psikolojik İhtiyaçlar Ölçeği", "Beden Eğitimi Motivasyon Ölçeği", "Beden Eğitimi Dersi Mutluluk Düzeyi Ölçeği" ve "Kişisel Bilgi Formu" kullanılmıştır. Elde edilen veriler, SPSS 25 ve SPSS Amos 22 programları kullanılarak analiz edilmiştir. Verilerin normal dağılıp dağılmadığını belirlemek için basıklık ve çarpıklık değerleri dikkate alınırken, verilerin betimsel istatistiklerini göstermek için yüzde ve frekans analizi kullanılmıştır. Araştırmada, örtük ve gözlenen değişkenler arasındaki yapısal ilişkilerin belirlenebilmesi için yapısal eşitlik modeli kullanılmıştır. Bulgular: İhtiyaç desteğinden ihtiyaç tatminine (?=0.66), içsel motivasyona (?=0.13), dışsal motivasyona (?=0.16) ve mutluluğa (?=0.20) giden yol katsayısının pozitif yönde anlamlı olduğu belirlenirken, motivasyonsuzluğa (?=-0.23) giden yol katsayısının ise negatif yönde ve istatistiksel olarak anlamlı olduğu belirlenmiştir (p<.001). İhtiyaç tatmininden içsel motivasyona (?=0.61), dışsal motivasyona (?=0.54) ve mutluluğa (?=0.58) giden yol katsayısının pozitif yönde anlamlı olduğu tespit edilmiştir. Buna karşın motivasyonsuzluğa (?=-0.44) giden yol katsayısı negatif yönde ve istatistiksel olarak anlamlı bulunmuştur (p<.001). Sonuç: Ortaokul BES dersinde öğrencilerin öğretmenlerinden algıladıkları ihtiyaç destekleyici öğretim stili davranışlarının, onların temel psikolojik ihtiyaç doyumları, içsel motivasyonları, dışsal motivasyonları ve mutluluk düzeylerini pozitif yönde, motivasyonsuzluklarını ise negatif yönde anlamlı bir şekilde yordadığı sonucuna ulaşılmıştır. Anahtar Kelimeler: Beden Eğitimi, İhtiyaç Desteği, Motivasyon, Mutluluk, Öğretim Stili, Öz Belirleme Kuramı, Temel Psikolojik İhtiyaçlar, Yapısal Eşitlik Modeli
Aim: In this research, it was aimed to examine the relationships between secondary school students' perceived need support from their physical education and sport course teachers and their basic psychological need satisfaction, motivation and happiness levels using structural equation modeling. Material and Method: The study was designed with the correlational survey model, one of the quantitative research methods. The sample of the research consists of 1266 public secondary school students. In the study, "Need Supportive Teaching Style Scale for Physical Education", "The Basic Psychological Needs Scale in Physical Education", "Physical Education Motivation Scale", "Physical Education Lesson Happiness Level Scale" and "Personal Information Form" were used as data collection tools. The data obtained was analyzed using SPSS 25 and SPSS Amos 22 programs. While kurtosis and skewness values were taken into account to determine whether the data were normally distributed, percentage and frequency analyses were used to show descriptive statistics of the data. In the research, structural equation modeling was used to determine the structural relationships between latent and observed variables. Results: While the path coefficient from need support to need satisfaction (?=0.66), intrinsic motivation (?=0.13), extrinsic motivation (?=0.16) and happiness (?=0.20) was determined to be positively significant, the path coefficient to amotivation (?=-0.23) was found to be negatively and statistically significant (p<.001). The coefficient of the path from need satisfaction to intrinsic motivation (?=0.61), extrinsic motivation (?=0.54) and happiness (?=0.58) was found to be positively significant. In contrast, the coefficient of the path to amotivation (?=-0.44) was found to be negative and statistically significant (p<.001). Conclusion: It was concluded that the need-supporting teaching style behaviors that students perceived from their teachers in the secondary school PES course positively predicted their basic psychological need satisfaction, intrinsic motivation, extrinsic motivation and happiness levels, and negatively predicted their amotivation. Keywords: Basic Psychological Needs, Happiness, Motivation, Need Support, Physical Education, Self-Determination Theory, Structural Equation Model, Teaching Style
Aim: In this research, it was aimed to examine the relationships between secondary school students' perceived need support from their physical education and sport course teachers and their basic psychological need satisfaction, motivation and happiness levels using structural equation modeling. Material and Method: The study was designed with the correlational survey model, one of the quantitative research methods. The sample of the research consists of 1266 public secondary school students. In the study, "Need Supportive Teaching Style Scale for Physical Education", "The Basic Psychological Needs Scale in Physical Education", "Physical Education Motivation Scale", "Physical Education Lesson Happiness Level Scale" and "Personal Information Form" were used as data collection tools. The data obtained was analyzed using SPSS 25 and SPSS Amos 22 programs. While kurtosis and skewness values were taken into account to determine whether the data were normally distributed, percentage and frequency analyses were used to show descriptive statistics of the data. In the research, structural equation modeling was used to determine the structural relationships between latent and observed variables. Results: While the path coefficient from need support to need satisfaction (?=0.66), intrinsic motivation (?=0.13), extrinsic motivation (?=0.16) and happiness (?=0.20) was determined to be positively significant, the path coefficient to amotivation (?=-0.23) was found to be negatively and statistically significant (p<.001). The coefficient of the path from need satisfaction to intrinsic motivation (?=0.61), extrinsic motivation (?=0.54) and happiness (?=0.58) was found to be positively significant. In contrast, the coefficient of the path to amotivation (?=-0.44) was found to be negative and statistically significant (p<.001). Conclusion: It was concluded that the need-supporting teaching style behaviors that students perceived from their teachers in the secondary school PES course positively predicted their basic psychological need satisfaction, intrinsic motivation, extrinsic motivation and happiness levels, and negatively predicted their amotivation. Keywords: Basic Psychological Needs, Happiness, Motivation, Need Support, Physical Education, Self-Determination Theory, Structural Equation Model, Teaching Style
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, Spor
