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Journals / Egzersiz ve Spor Bilimleri Araştırmaları Dergisi / 2025 / Cilt: 5 Sayı: 2

The Predictive Roles of Empowering and Disempowering Motivational Climates in Middle School Students’ Motivation and Leisure-Time Physical Activity

Destekleyici ve Kısıtlayıcı Güdüsel İklimlerin Ortaokul Öğrencilerinin Güdülenme ve Serbest Zaman Fiziksel Aktivite Davranışı Üzerindeki Yordayıcı Rolü

Melisa Açıkel0000-0000-0000-0000
Nurgül Keskin Akın(AĞRI İBRAHİM ÇEÇEN ÜNİVERSİTESİ, SPOR BİLİMLERİ FAKÜLTESİ)0000-0002-0286-051X
Pages
70–85
Publication Date
2025-12-29
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Results indicated that both empowering and disempowering climates had significant and positive effects on intrinsic motivation and identified regulation.

📌 3 Key Takeaways

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Objective & Hypothesis:This study aimed to examine the predictive effects of empowering and disempowering motivational climates perceived from physical education (PE) teachers on students’ motivation and identified regulation toward PE and their leisure-time physical activity (LTPA) behavior.
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Key Findings & Data:A total of 600 middle school students (307 females, 293 males; Mage = 12.37 ± 0.95) from public secondary schools participated in the study.
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Conclusion & Impact:Results indicated that both empowering and disempowering climates had significant and positive effects on intrinsic motivation and identified regulation.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Destekleyici ve kısıtlayıcı güdüsel iklim · içsel güdülenme · serbest zamanda fiziksel aktivite

Abstract

This study aimed to examine the predictive effects of empowering and disempowering motivational climates perceived from physical education (PE) teachers on students’ motivation and identified regulation toward PE and their leisure-time physical activity (LTPA) behavior. A total of 600 middle school students (307 females, 293 males; Mage = 12.37 ± 0.95) from public secondary schools participated in the study. Data were collected using a demographic information form, the Teacher-Created Empowering and Disempowering Motivational Climate Questionnaire, the Situational Motivation Scale, and the Weekly Physical Activity Questionnaire. Structural Equation Modeling (SEM) was conducted. Results indicated that both empowering and disempowering climates had significant and positive effects on intrinsic motivation and identified regulation. Regarding LTPA behavior, only disempowering climate and intrinsic motivation had significant direct effects, while empowering climate and identified regulation showed no significant direct impact. Additionally, both motivational climates had significant indirect effects on LTPA through intrinsic motivation, but not through identified regulation. Results show that both the teacher-created motivational climate and the support for students’ intrinsic motivation are crucial determinants of physical activity participation.

Özet

Bu araştırmada, ortaokul öğrencilerinin beden eğitimi öğretmeninden algıladıkları destekleyici ve kısıtlayıcı güdüsel iklimin, beden eğitimi dersine yönelik güdülenme, özdeşimle düzenleme ve serbest zamanda fiziksel aktivite (SZFA) davranışı üzerindeki yordayıcı etkileri incelenmiştir. Çalışmaya yaş ortalaması 12,37±0,95 olan 600 ortaokul öğrencisi (307 kız, 293 erkek) katılmıştır. Veri toplama aracı olarak demografik bilgi formu, Beden Eğitimi Öğretmeninden Algılanan Güdüsel İklim Ölçeği, Durumsal Güdülenme Ölçeği ve Haftalık Fiziksel Aktivite Anketi kullanılmıştır. Veriler, Yapısal Eşitlik Modellemesi (YEM) ile analiz edilmiştir. Elde edilen bulgular hem destekleyici hem de kısıtlayıcı güdüsel iklimin içsel güdülenme ve özdeşimle düzenleme üzerinde anlamlı ve pozitif yönde etkisi olduğunu göstermiştir. SZFA davranışını doğrudan etkileyen değişkenler arasında yalnızca kısıtlayıcı güdüsel iklim ve içsel güdülenme yer almış, destekleyici iklimin ve özdeşimle düzenlemenin bu davranış üzerinde anlamlı bir etkisi bulunmamıştır. Ayrıca, hem destekleyici hem de kısıtlayıcı güdüsel iklimin içsel güdülenme aracılığıyla SZFA üzerindeki dolaylı etkileri istatistiksel olarak anlamlı bulunmuştur. Özdeşimle düzenleme yoluyla dolaylı etkiler ise anlamlı değildir. Sonuçlar, öğretmenlerin yarattığı güdüsel iklim ile öğrencilerin içsel güdülenmelerinin desteklenmesinin, fiziksel aktiviteye katılımı artırmada belirleyici bir etken olduğunu göstermektedir.

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Cite This Article

Açıkel, M., Akın, N. K. (2025). The Predictive Roles of Empowering and Disempowering Motivational Climates in Middle School Students’ Motivation and Leisure-Time Physical Activity. Egzersiz ve Spor Bilimleri Araştırmaları Dergisi, Cilt: 5 Sayı: 2, 70–85. https://ajindex.com/articles/1613297

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