روایی‌سنجی پرسشنامه رفتارهای بین فردی معلم تربیت‌بدنی با دانش آموزان در دوره متوسطه
پژوهش در ورزش تربیتی
دوره 11، شماره 32 ، مهر 1402، صفحه 97-116 882.23 K )
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22089/res.2023.14107.2333 نویسندگان
حسین صمدی ؛ سعید آهار ؛ فرحناز آیتی زاده تفتی*
چکیده چکیده کلیدواژه‌ها
خودتعیین‌گری ؛ حمایت کننده نیاز ؛ خنثی کننده نیاز ؛ روایی سازه ؛ همسانی درونی
مراجع
Ahmadian, M., Maleki, H., Eskandari, H, Mousapour, N., Sadeghi, A. R. (2022). Identifying and explaining interpersonal and social communication problems in high school students in Tehran as teachers perspective. Quaterly Journal of Education, 38(1), 9-26 . (Persian)Amoura, C., Berjot, S., Gillet, N., Caruana, S., & Finez, L. (2015). Effects of autonomy-supportive and controlling styles on situational self-determined motivation: Some unexpected results of the commitment procedure. Psychological Reports: Employment Psychology & Marketing, 116, 33–59. Behzadnia, B. (2021). The relations between students’ causality orientations and teachers’ interpersonal behaviors with students’ basic need satisfaction and frustration, intention to physical activity, and well-being. Physical Education and Sport Pedagogy, 26(6), 613-632. Behzadnia, B., Adachi, P. J., Deci, E. L., & Mohammadzadeh, H. (2018). Associations between students’ perceptions of physical education teachers’ interpersonal styles and students’ wellness, knowledge, performance, and intentions to persist at physical activity: A self-determination theory approach. Psychology of Sport and Exercise, 39, 10–19.
Burgueño, R., & Medina-Casaubón, J. (2021). Validity and reliability of the Interpersonal Behaviors Questionnaire in physical education with Spanish secondary school students. Perceptual and Motor Skills, 128(1), 522-545. Curran, T., & Standage, M. (2017). Psychological needs and the quality of student engagement in physical education: Teachers as key facilitators. Journal of teaching in physical education, 36(3), 262-276. De Francisco, C., Sánchez-Romero, E. I., Vílchez Conesa, M. D., & Arce, C. (2020). Basic psychological needs, burnout and engagement in sport: The mediating role of motivation regulation. International Journal of Environmental Research and Public Health, 17(14), 41-49. Deci, E., & Ryan, R. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum. In E. Deci, & R. Ryan (Eds.), Handbook of self-determination Rochester, NY: University of Rochester Press. Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-286. Fin, G., Moreno-Murcia, J. A., León, J., Baretta, E., & Júnior, R. J. N. (2019). Interpersonal autonomy support style and its consequences in physical education classes. PloS one, 14(5), e0216609. Fin, G., Moreno-Murcia, J. A., León, J., Baretta, E., & Nodari Júnior, R. J. (2019). Teachers’ interpersonal style in physical education: Exploring patterns of students’ self-determined motivation and enjoyment of physical activity in a longitudinal study. Frontiers in Psychology, 2721. Huescar Hernandez, E., Moreno-Murcia, J. A., & Espin, J. (2020). Teachers’ interpersonal styles and fear of failure from the perspective of physical education students. Plos One, 15(6), e0235011. Klain, I., de Matos, D., Leitão, J., Cid, L., & Moutão, J. (2015). Selfdetermination and physical exercise adherence in the contexts of fitness academies and personal training. Journal of Human Kinetics, 46, 241–249. Kline, R. B. (2015). Principles and practice of structural equation modeling. New York: Guilford Publications. Liu, J., Bartholomew, K., & Chung, P. K. (2017). Perceptions of teachers’ interpersonal styles and well-being and ill-being in secondary school physical education students: The role of need satisfaction and need frustration. School Mental Health, 9(4), 360-371.
17.
Lāri, N., Hejāzi, E., Ejei, J., & Jowkar, B. (2019). Teachers’ perception of the factors influential on teacher-student relationship: A phenomenological analysis. Scientific Quarterly of Educational Innovations, 18(2), 53-80. (Persian)
Mageau, G., & Vallerand, R. (2003). The coach-athlete relationship: A motivational model. Journal of Sports Sciences, 21, 883–904. Mohammadi Yabaghmolaei, H., & Yousefi, F. (2017). The structural relationship between teacher-learner interaction, academic engagement and adaptation Don students with the school. Teaching and Learning Studies, 20(10), 75-99. (Persian)Mokaberian, M., Kashani, V., & Sedighi Faroji, F. (2018). Validation of the Persian version of Physical Activity Enjoyment Scale in Children. Motor Behavior, 9(30), 17-36. (Persian)Motaghi, Sh., Yazdi, S. M., & Bani Jamali, S. (2013) Teacher-learner communication and the decision to continue or leave school: the role of mediators: The role of mediators of motivation, self-determination and academic performance. Research in educational Systems, 27(8), 35-58. (Persian)Pérez-González, A. M., Valero-Valenzuela, A., Moreno-Murcia, J. A., & Sánchez-Alcaraz, B. J. (2019). Systematic review of autonomy support in physical education. Apunts. Educación Física y Deportes, 138, 51-61. Puente, R., & Anshel, M. (2010). Exercisers’ perceptions of their fitness instructor’s interacting style, perceived competence, and autonomy as a function on self-determined regulation to exercise, enjoyment, affect, and exercise frequency. Scandinavian Journal of Psychology, 51(1), 38–45. Rocchi, M., Pelletier, L., & Desmarais, P. (2017). The validity of the Interpersonal Behaviors Questionnaire (IBQ) in sport. Measurement in Physical Education and Exercise Science, 21(1), 15-25. Rocchi, M., Pelletier, L., Cheung, S., Baxter, D., & Beaudry, S. (2017). Assessing need-supportive and need-thwarting interpersonal behaviours: The Interpersonal Behaviours Questionnaire (IBQ). Personality and Individual Differences, 104, 423-433. Rodrigues, F., Pelletier, L. G., Neiva, H. P., Teixeira, D. S., Cid, L., & Monteiro, D. (2019). Initial validation of the Portuguese version of the interpersonal behavior questionnaire (IBQ & IBQ-Self) in the context of exercise: Measurement invariance and latent mean differences. Current Psychology. 1007/s12144-019-00374-y . Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York: Guilford Publications. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a selfdetermination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. Ryan, R., & Deci, E. (2017). Self-determination theory. In Basic psychological needs in motivation, development, and wellness. New York: Guildford Press. Tilga, H., Hein, V., Koka, A., & Hagger, M. S. (2020). How physical education teachers’ interpersonal behaviour is related to students’ health-related quality of life. Scandinavian Journal of Educational Research, 64(5), 661-676. Tóth-Király, , Morin, A. J., Gillet, N., Bőthe, B., Nadon, L., Rigó, A., & Orosz, G. (2020). Refining the assessment of need supportive and need thwarting interpersonal behaviors using the bifactor exploratory structural equation modeling framework. Current Psychology, 1, 1-15. Van den Berghe, L., Vansteenkiste, M., Cardon, G., Kirk, D., & Haerens, L. (2012). Research on self-determination in physical education: Key findings and proposals for future research. Physical Education and Sport Pedagogy, 19(1), 97-121. Vansteenkiste, , & Ryan, R.M. (2013). On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23(3), 263–280. Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44(1), 1-31. Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J., Antczak, D., Ntoumanis, N., Ryan, R. M., & Lonsdale, C. (2019). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444-1469.
آمار
تعداد مشاهده مقاله: 429
تعداد دریافت فایل اصل مقاله: 192
