Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory
AbstractObjectives: The aim of this study was to analyze a model of prediction of satisfaction with bilingual physical education from basic psychological needs and motivation. Methods: The sample consisted of 758 students (347 men and 411 women) in secondary education in Spain, aged between 13 years and 18 years (M = 15.22, SD = 1.27). Questionnaires of the Scale of Psychological Basic Needs, Perceived Locus of Causality, and the bilingual Scale Satisfaction Instrument (SSI-PE), all adapted to physical education were used in the exercise. Results: Descriptive analyses, correlation and structural equation models were performed. Intrinsic motivation showed a high and positive relationship with identity regulation and satisfaction/fun, and boredom negatively correlated with all scales except amotivation. Conclusion: The equations in this model prove that autonomy is the best predictor of intrinsic motivation, and that this is the best predictor of satisfaction in bilingual physical education. View Full-Text
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Baena-Extremera, A.; Granero-Gallegos, A.; Baños, R.; Ortiz-Camacho, M.M. Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory. Sustainability 2018, 10, 3613.
Baena-Extremera A, Granero-Gallegos A, Baños R, Ortiz-Camacho MM. Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory. Sustainability. 2018; 10(10):3613.Chicago/Turabian Style
Baena-Extremera, Antonio; Granero-Gallegos, Antonio; Baños, Raúl; Ortiz-Camacho, María M. 2018. "Can Physical Education Contribute to Learning English? Structural Model from Self-Determination Theory." Sustainability 10, no. 10: 3613.
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