체육수업 내 학생들의 학습무동기 예방을 위한 교수전략의 효과검증

초록

Purpose: Grounded on Self-Determination Theory(Deci & Ryan, 2000), the aim of this study was toinvestigate the longitudinal effect of the autonomy-supportive intervention program on studentamotivation in the physical education (PE) context. Methods: In the experimentally-based, longitudinalresearch design, one-hundred twelve students from four classes of two PE teachers were randomlyassigned into either the experimental group(n=50) or the control group(n=62). The questionnaires wereadministered at beginning (Time 1, T1) of and at middle (T2) of the semester. Repeated measure two-wayANOVAs were used to investigate the effects of need-supportive motivating style on student classroomamotivation and academic achievement. Results: As results, students of the teacher in the experimentalgroup showed greater psychological need satisfaction and less PE-specific amotivation-low ability, loweffort, unappealing task characteristics, low value, and problematic relationship than did students of theteacher in the control group. Conclusion: These findings showed autonomy-supportive interventionprogram to prevent students from being amotivated in PE was effective for the teacher to reducestudents’ PE-specific amotivation because the teacher could successfully identify, nurture, and developstudents’ psychological needs in an autonomy-supportive way.

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