The Effects of Relatedness Support on Motivational Profiles in Rural vs. Urban Physical Education Students
Bibliographic record
Abstract
The purpose of this study was to examine the degree to which relatedness support affects motivational profiles in rural vs. urban physical education (PE) students. Participants included rural (n=177) and urban (n=431) junior high/high school students (grades 5-12) from Alberta, a western province in Canada (n=508), and Utah, a state in the intermountain west of the USA (n=100). This cross-sectional study measured and assessed students’ basic psychological needs of student-to-student relatedness, student-to-teacher relatedness, competence, and autonomy using a revised version of the Basic Psychological Needs Scale (BPNS-R). Situational motivation was measured and assessed using the Situational Intrinsic Motivation Scale – Physical Education (SIMS-PE). For data analysis, MANOVA was used to examine significant differences among group variables (urban and rural, gender, and state) for selected variables (basic psychological needs indices and motivational indices). Significant rural vs. urban effects were noted for basic psychological needs and reveal urban students as having significantly more student-to-teacher relatedness (p = .032), competence (p = .001), and autonomy (p = .002) than rural students. Significant rural vs. urban effects were also noted for motivational indices and reveal urban students as having significantly more intrinsic motivation (p < .001), identified regulation (p = .001), and higher Self-Determination Index (SDI) scores (p < .001) than rural students. Significant state effects reveal Alberta students are significantly more intrinsically motivated (p < .001) than Utah students. Due to sheer population size of metropolitan areas, urban students inherently have more PE options and more funding, which possibly allows them to experience greater autonomy and competence. Limited choices in rural schools could be a contributing factor for lower autonomy and competence measures. Rural PE teachers oftentimes teach other core subjects, which possibly makes PE classes less engaging and rigid, thereby causing lower relatedness between teacher and student. The Covid-19 pandemic has predominately paused extracurricular physical activities in urban settings, potentially catalyzing greater meaning and importance in urban PE; possibly initiating greater self-determined motivation for urban students. Rural PE teachers are recommended to be intentional with their relatedness support. PE teachers should adopt a holistic approach to satisfying the basic psychological needs of relatedness, competence, and autonomy instead of focusing on one need at the expense of others.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".