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Teacher-student negotiations and its relation to physical education students’ motivational processes: An approach based on self-determination theory

Université catholique de Louvain, Belgium, jean-philippe.dupont{at}uclouvain.be

Ghislain Carlier

Université catholique de Louvain, Belgium, ghislain.carlier{at}uclouvain.be

Philippe Gérard

Université catholique de Louvain, Belgium, philippe.gerard{at}uclouvain.be

Cécile Delens

Université catholique de Louvain, Belgium, cecile.delens{at}uclouvain.be

The aim of this study is to test a model of motivation based on self-determination theory (Deci and Ryan, 2002) and which explores the place of ‘teacher—student’ negotiation. Cross-sectional data were gathered from 549 secondary school students (317 male, 232 female) who answered a questionnaire which included measurements of perceived negotiation, of the satisfaction of needs, of motivation, of perceived enjoyment, of the perception of having learned, of the intention to practise a physical sporting activity outside school. Structural equation analysis has shown that the students who perceived integrative negotiation experienced higher levels of autonomy and relatedness. Autonomy and competence determined self-determined motivation, which in turn positively predicted consequences. The results support self-determination theory and support its application in the context of school physical education.

Key Words: negotiation • physical education • satisfaction of needs • self-determined motivation

European Physical Education Review, Vol. 15, No. 1, 21-46 (2009)
DOI: 10.1177/1356336X09105210


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