Temporal stability of need satisfaction and frustration profiles and their association with motivational functioning
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
This study examined profiles of need satisfaction and frustration among secondary school students ( N = 548) in physical education, stability over two months' time, and associations with students' motivation. Using a bifactor exploratory structural equation model, we examined students' global need fulfillment alongside specific autonomy, competence, and relatedness satisfaction and frustration. We contribute to theory in two ways. First, we identified meaningful subpopulations of secondary school physical education students. Global need fulfillment explained differences for the majority of students (Profile 3; 61.6%), displaying a need-based in-tandem pattern associated with adaptive motivational outcomes. However, the inclusion of specific need satisfaction and frustration components uncovered two important subgroups (Profile 2, 33.0%; Profile 1, 5.4%) characterized by slightly (Profile 2) and more (Profile 1) unbalanced profiles. These subgroups, associated with maladaptive outcomes, would have been overlooked using only global measures. Second, profile membership proved to be highly stable within students over a relatively short period. Educational relevance and implications The most valuable implication for education is that negative motivational outcomes (i.e., controlled motivation and amotivation) can be driven by various combinations of need-based experiences. Teachers could experiment with a wide range of motivational behaviors ( Ahmadi et al., 2023 ) to counter negative motivational outcomes. However, for a subgroup of students (33.0%; Profile 2), characterized by higher levels of controlled motivation, especially those behaviors that aim to diminish relatedness frustration may be helpful. Teachers can, for instance, refrain from rejecting these students and show them unconditional regard. For another group of students (5.4%; Profile 1), characterized by higher levels of amotivation, especially those behaviors that aim to diminish autonomy frustration, may be effective. Teachers can, for instance, refrain from pressuring these students, use inviting language, allow their input or choice, or teach in students' preferred ways. Teachers could target specific students who need it the most, in pursuit of transitioning more students into more highly fulfilled profiles. Such experiments are particularly valuable, as students who feel more controlled or amotivated compared to their peers may demand a disproportionate share of the teacher's classroom management efforts.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle