Effects of Physical Education teachers’ leadership styles and classroom climate on learning motivation for basketball course
Zheng Jiang 1, Zhen-Rong Jia 2 *
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1 School of Physical Education Science, Lingnan Normal University, Zhanjiang City, Guangdong Prov., CHINA
2 Physical Education College, Hainan Normal University, Haikou City, Hainan Prov., CHINA
* Corresponding Author

Abstract

This study intends to discuss the effects of university PE teachers’ leadership styles and classroom climate on learning motivation for basketball course. University students in Guangdong Province, as the research objects, are surveyed with PE teacher leadership style scale, learning motivation for physical education scale, and classroom climate in physical education scale. Total 589 valid copies of questionnaire are analyzed with Multiple Stepwise Regression Analysis. The research results show that teacher support, affinity, charismatic leadership, and intellectual stimulation could positively predict intrinsic motivation, teacher support, laissez-faire leadership, and individualized leadership could positively predict identified regulation, charismatic leadership, individualized leadership, and involvement could positively predict introjected regulation, and laissez-faire leadership and passive management by exception could positively predict motivation. Accordingly, PE teachers’ leadership styles of individualized leadership, charismatic leadership, and intellectual stimulation as well as classroom climate of teacher support, affinity, and involvement could positively affect students’ autonomous motivation, while laissez-faire leadership and passive management by exception could positively affect students’ non-autonomous motivation.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/81296

EURASIA J Math Sci Tech Ed, 2018 - Volume 14 Issue 4, pp. 1351-1357

Publication date: 18 Jan 2018

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Article Downloads: 1209

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