Document Type : Original Article
Authors
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.
Abstract
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.
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