روانشناسی ورزش

روانشناسی ورزش

نقش منبع کنترل و حمایت عاطفی معلم در انگیزش مشارکت ورزشی دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان
سارا باقری 1
شیدا رنجبری 2
صدیقه خواجه افلاطون مفرد 3
شعله خداداد کاشی 4
1 استادیار، گروه آموزش تربیت بدنی، دانشگاه فرهنگیان، صندوق پستی ۸۸۹-۱۴۶۶۵ تهران، ایران.
2 استادیار گروه تربیت بدنی، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران
3 دکتری تربیت بدنی، گروه تربیت بدنی، واحد گرگان، دانشگاه آزاد اسلامی، گرگان، ایران.
4 استادیار گروه تربیت بدنی، دانشگاه صنعتی خواجه نصیرالدین طوسی، تهران، ایران
10.48308/mbsp.2024.105034.1242
چکیده
هدف: تحقیق حاضر با هدف مطالعه نقش منبع کنترل و حمایت عاطفی معلم در انگیزش مشارکت ورزشی دانش آموزان انجام شد.
روش‌ها: بدین منظور بر اساس توان آماری 80/0؛ سطح آلفا 05/0، اندازه اثر 15/0 و داشتن دو متغیر پیش بین در نرم افزار جی-پاور تعداد 100 دانش آموز پسر یا میانگین سنی 2/1±2/13 سال به صورت داوطلبانه با رضایت والدین در تحقیق حاضر شرکت کردند و پرسشنامه های انگیزه مشارکت ورزشی گیل و همکاران، پرسشنامه حمایت عاطفی معلم ساکیز و پرسشنامه منبع کنترل راتر را تکمیل کردند.
یافته ها: نتایج رگرسیون چند متغیره نشان داد که منبع کنترل و حمایت عاطفی معلم در انگیزش مشارکت ورزشی دانش آموزان نقش معنی داری دارند (001/0>P). در واقع، منبع کنترل و حمایت اجتماعی معلم در مجموع 49 درصد واریانس انگیزه مشارکت ورزشی در دانش آموزان را توضیح می دهند. بعلاوه، با افزایش میزان منبع کنترل از درونی به بیرونی، انگیزه مشارکت ورزشی دانش آموزان کاهش می یابد؛ همچنین، افزایش در حمایت عاطفی، انگیزه مشارکت ورزشی دانش آموزان افزایش می دهد.
نتیجه گیری: معلمان و مدیران می توانند با افزایش حمایت عاطفی زمینه میزان مشارکت ورزشی دانش آموزان را فراهم کنند و در این زمینه به تفاوت های شخصیتی مانند منبع کنترل درونی و بیرونی توجه خاص داشته باشند.
 
کلیدواژه‌ها
دانش آموزان
منبع کنترل
حمایت عاطفی
انگیزه مشارکت ورزشی

عنوان مقاله English

The Role of Locus Control and Teacher's Emotional Support in Students' Sports Participation Motivation

نویسندگان English

Sara Bagheri 1
Sheida Ranjbari 2
Sedigheh Khajeaflatoon Mofrad 3
Sholeh Khodadad Kashi 4
1 Assistant Professor, Department of Physical Education, Farhangian University, P.O.Box 14665-889, Tehran,Iran
2 Assistant Professor, Department of Physical Education, Urmia Branch, Islamic Azad University, Urmia, Iran.
3 Ph.D, Department of Physical Education, Gorgan Branch, Islamic zad University, Gorgan, Iran.
4 Assistant Professor of Physical Education Department, Khajeh Nasiruddin Tousi University of Technology, Tehran, Iran.
چکیده English

Purpose: The purpose of this research was to investigate the role of locus control and emotional support in students' sports participation motivation.
Methods: To achieve this, 100 boys, with an average age of 13.2±1.2 years, voluntarily participated in this research with parental consent. Using G-power software, a statistical power of 0.80, an alpha level of 0.05, and an effect size of 0.15, two predictor variables were considered. The students completed Gill et al.'s (1983) sports participation motivation questionnaire, teacher affective support Questionnaire (Sakiz, 2007), and Rutter's locus of control questionnaire. Data were analyzis with Pearson correlation coefficient and regression tests.
Results: The results of multivariate regression analysis showed that locus control and teacher emotional support play a significant role in motivating students' sports participation (P<0.001). Locus control and emotional support together explain 49% of the variance in students' sports participation motivation. Increasing external locus control decreases students' motivation for sports participation, while increasing emotional support enhances it.
Conclusion: Teachers and administrators can boost emotional support for students' sports participation and should consider personality differences related to internal and external locus of control.
 

کلیدواژه‌ها English

Students
Locus of Control
Emotional Support
Sports Participation Motivation
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روانشناسی ورزش
دوره 16، شماره 1
1403
صفحه 275-287

  • تاریخ دریافت 22 اردیبهشت 1402
  • تاریخ بازنگری 24 آبان 1402
  • تاریخ پذیرش 08 اسفند 1402