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RISS 인기검색어
- 검색키워드
- 저자 : ( Wai Cheong Eugene Chew ) (검색결과 2 건)
- 무료
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( Wai Cheong Eugene Chew ),( Nur Liyana Bte Hassim ) 한국체육학회 2016 국제스포츠과학 학술대회 Vol.2016 No.1
Purpose: Set against the social environmental context where university students desire to continue staying in the Halls of Residence is contingent on their active participation in campus life activities, this exploratory study examines the reasons that students have for participating in the Inter-Hall Games, and how autonomous and controlled motivation for participation relate to their subjective well-being. In addition, to understand the role of stress in student life, the relationship between stress and the students’ well-being is also examined. Method: In this exploratory cross-sectional study, a questionnaire was employed to survey 166 university students from ten Halls of Residence on the studied variables. Using multiple regression, the analysis examined if the data fitted the model linking the two types of motivation and stress with subjective well-being. Thematic analysis was used to analyse the qualitative data gathered from the open-ended question. Result: Autonomous motivation was found to positively predict subjective well-being while controlled motivation (albeit non-significant) and stress negatively predict subjective well-being. Results from the thematic analysis showed various motives for participating in the Inter-Hall Games that were associated with autonomous motivation. Gaining points for Hall admission was among the reasons cited that were classified as controlled motivation. Conclusion: University students’ motivation for participating in Intra-Hall Games largely remained autonomously driven even though there is an obligation to acquire points for securing a room in the Halls. It can be argued that the overall vibrant university sporting culture and the nature of sports may have a role in mitigating the effects of compulsion imposed by the Hall Admission policy. Although controlled motivation negatively predicted subjective well-being, it was statistically non-significant. Notwithstanding this, participating in the Inter-Hall Games to gain points for admission to the Halls was among the motives for participation cited by the students. Whether the obligation to gain points added to the stress that students faced, which was found to predict detrimental effects on students’ subjective well-being, was not investigated in the study. Further studies that specifically assess the effects of campus life policy on various student outcomes via potential mediators such as stress may shed more light on how students respond to such policies.
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( Nur Raihan Binte Suhaimi ),( Wai Cheong Eugene Chew ) 중앙대학교 학교체육연구소 2016 Asian Journal of Physical Education of Sport Scien Vol.4 No.2
Physical inactivity among youths is a major issue in urbanised countries. Singapore is a strategic case for investigation because recent survey findings showed that youths fail to meet minimum recommendations for physical activity to acquire health benefits. Although physical education (PE) is known to help youths accomplish physical activity guidelines, its effectiveness hinges on the quality of students` engagement in PE classes. Based on the self-determination theory, this study (N = 431 secondary school students), examines the extent to which the psychological needs for autonomy, competence and relatedness are satisfied are uniquely associated with four dimensions (agentic, behavioural, emotional, cognitive) of engagement while accounting for gender and grade level differences, thus providing a holistic and detailed understanding for PE teachers to influence students` engagement in PE. Multivariate regression analysis shows that all studied variables significantly predict engagement. Examination of the regression coefficients reveals that satisfaction of each psychological need positively predicts each dimension of engagement. Perceived competence, however, did not predict agentic engagement. Students` perceived autonomy is the strongest predictor of emotional, cognitive and agentic engagement while perceived relatedness is of highest relative importance for behavioural engagement. Results, including gender and grade level differences, are discussed in relation to teaching strategies.
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