Transformational leadership style, basic psychological needs, autonomous motivation and intention to be physically active of Physical Education students
DOI:
https://doi.org/10.47197/retos.v62.109165Keywords:
Self-Determination theory, Adolescence, Secondary Education, Physical activityAbstract
The main objective of the study was to analyze the predictive power of transformational leadership style of the Physical Education (PE) teachers, support for basic psychological needs, satisfaction of the three psychological needs and autonomous motivation on students' intention to be physically active. To this end, a structural equation model was tested with 619 PE students with a mean age of 14.37 years (SD = 1.57). Results indicated that transformational leadership style positively predicted students' perceptions of strategies to support basic psychological needs (β = .86). In turn, need support predicted the satisfaction of needs for autonomy, competence and relatedness. Competence and relatedness satisfaction predicted autonomous motivation, explaining 68% of its variance. Finally, students' autonomous motivation predicted their intention to be physically active outside of school. These findings highlight the importance of PE teacher leadership style and its relationship with other motivational variables in predicting students to be physically active.
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