東華大學圖書館 |

The Impact of Bright and Dark Side Psychological Experiences in Hong Kong Secondary Physical Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impact of Bright and Dark Side Psychological Experiences in Hong Kong Secondary Physical Education./
作者:	Cheung, Sin Ting Juanita.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	333 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-09, Section: A.
Contained By:	Dissertations Abstracts International81-09A.
標題:	Secondary education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27783953
ISBN:	9781392765708

The Impact of Bright and Dark Side Psychological Experiences in Hong Kong Secondary Physical Education.
Cheung, Sin Ting Juanita.

The Impact of Bright and Dark Side Psychological Experiences in Hong Kong Secondary Physical Education. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 333 p.

Source: Dissertations Abstracts International, Volume: 81-09, Section: A.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2019.

This thesis comprises three studies that aimed to examine students' bright and dark side experiences (three states of need satisfaction, including psychological need satisfaction [PNS], psychological need frustration [PNF] and psychological need dissatisfaction [PND]) under self-determination theory (SDT) and their associations with motivational regulations (autonomous motivation, controlled motivation and amotivation) and physical activity (PA) in junior secondary (Secondary 1 to 3) physical education (PE). A new perspective of PND (low state of self-satisfaction) was incorporated into the analysis. PNS defined as a state of need satisfaction that facilitated self-determined motivation and behaviors. PNF regarded as a state of frustration due to thwarted situations by social contextual influences such as significant others as peers, teachers or parents. PND was a low state of need satisfaction due to personal negative feelings on their insufficiency regarding three basic needs.The first study (Chapter 2) adapted and validated three measurement scales for tapping students' bright (PNS) and dark (PNF and PND) side experiences in junior secondary PE. Exploratory factor analysis, confirmatory factor analysis and test-retest reliability were employed for adapting and validating the measurement scales. The final scales of PNS (12 items), PNF (12 items) and PND (14 items) for secondary PE reported good model fits. The adapted and validated scales were used in Chapter 3 for examining the associations of students' different need satisfaction experiences with their motivation and PA in PE.Based on the validated scales in Chapter 2, the second study (Chapter 3) examined the associations of the three states of need satisfaction experiences with motivational regulations and moderate-to-vigorous physical activity (MVPA) levels, into a Chinese context. Student participants from secondary schools in Hong Kong were invited to complete the questionnaires on reporting their perceived PNS, PNF and PND and motivational regulations in PE and wear waist-bounded accelerometers for measuring MVPA in two PE classes. By using structural equation modelling (SEM), the results indicated that PNS had positive associations with autonomous motivation and MVPA in PE which was consistent with those of precedent empirical studies. PNF and PND had positive associations with controlled motivation and amotivation. Controlled motivation negatively associated with MVPA in PE. Independent impacts were found on PNS, PNF and PND.As independent impacts of the three states of need satisfaction experiences were found in Chapter 3, the third study (Chapter 4) was a qualitative study to identify students' actual bright and dark side (PNS, PNF and PND) experiences and PE learning environments on the basis of the TARGET (which stands for task, authority, recognition, grouping, evaluation and time) framework among Chinese samples. Students and PE teachers were invited for individual interviews to share their perspectives. The findings showed that students of high PNS group were more motivated in PE than high PND group, who felt rather negative towards PE due to low PE results and embarrassment caused by PE incompetency. High PNF group reported that they feel pressured or forced when being thwarted by others. Among the three basic needs (competence, autonomy and relatedness), competence and autonomy were the main concern.Using multiple research methods, this thesis contributes to the development of SDT in PE dimension and opens up the SDT research in Chinese regions by including the three states of need satisfaction. The findings also prove the importance of maximising students' bright side (PNS) experiences and minimising dark side (PNF and PND) experiences in secondary PE to achieve their motivational and behavioural outcomes in PE. The three studies facilitate the development of future research and evidence-based guidelines for PE practitioners to link up theory with practice.

ISBN: 9781392765708Subjects--Topical Terms:

2122779
Secondary education.
Subjects--Index Terms:

Psychological experiences

The Impact of Bright and Dark Side Psychological Experiences in Hong Kong Secondary Physical Education.
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