Scholarlink

<p>Positive relationships with classmates and teachers are essential for fostering student motivation and engagement. However, existing research often fails to differentiate between these two sources of relatedness and overlooks relatedness frustration. This study addresses these gaps by adapting the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) to distinguish between peer and teacher relatedness satisfaction and frustration in secondary physical education (PE) and investigating their unique associations with student motivation and engagement. The study involved 1043 secondary PE students (59% girls; mean age = 15.48 ± 1.65) from 76 classes. Participants completed the adapted BPNSFS and scales assessing motivation (intrinsic, identified, introjected, external, and amotivation) and engagement (behavioral, emotional, cognitive, and agentic). Factor analyses supported a four-factor model differentiating peer and teacher relatedness satisfaction and frustration. Linear mixed-effects models revealed that peer and teacher relatedness satisfaction were positively associated with beneficial outcomes, while frustration was related to adverse outcomes. Notably, teacher relatedness satisfaction had stronger associations with adaptive outcomes, such as autonomous motivation and engagement, compared to peer relatedness satisfaction. In contrast, peer relatedness frustration showed stronger links with maladaptive outcomes, such as controlled motivation and lower agentic engagement, compared to teacher relatedness frustration. These findings enhance our understanding of the distinct roles peers (i.e.,&#xa0;classmates) and teachers play in shaping students' classroom experiences, emphasizing the importance for PE teachers to develop supportive teacher-student relationships while mitigating negative relationships between students. The modified BPNSFS provides a nuanced tool for future research.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Students' relatedness with peers and teachers in secondary education: distinct associations with student motivation and engagement

  • 期刊论文

  • 发表日期：

    2025年7月10日

查看全文
  • Arne Bouten,
  • Leen Haerens,
  • Katrien De Cocker

摘要

Positive relationships with classmates and teachers are essential for fostering student motivation and engagement. However, existing research often fails to differentiate between these two sources of relatedness and overlooks relatedness frustration. This study addresses these gaps by adapting the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) to distinguish between peer and teacher relatedness satisfaction and frustration in secondary physical education (PE) and investigating their unique associations with student motivation and engagement. The study involved 1043 secondary PE students (59% girls; mean age = 15.48 ± 1.65) from 76 classes. Participants completed the adapted BPNSFS and scales assessing motivation (intrinsic, identified, introjected, external, and amotivation) and engagement (behavioral, emotional, cognitive, and agentic). Factor analyses supported a four-factor model differentiating peer and teacher relatedness satisfaction and frustration. Linear mixed-effects models revealed that peer and teacher relatedness satisfaction were positively associated with beneficial outcomes, while frustration was related to adverse outcomes. Notably, teacher relatedness satisfaction had stronger associations with adaptive outcomes, such as autonomous motivation and engagement, compared to peer relatedness satisfaction. In contrast, peer relatedness frustration showed stronger links with maladaptive outcomes, such as controlled motivation and lower agentic engagement, compared to teacher relatedness frustration. These findings enhance our understanding of the distinct roles peers (i.e., classmates) and teachers play in shaping students' classroom experiences, emphasizing the importance for PE teachers to develop supportive teacher-student relationships while mitigating negative relationships between students. The modified BPNSFS provides a nuanced tool for future research.