교사의 지도행동에 따른 학생의 체육 내적동기 = Teaching Behavior as a Predictor of Students` Intrinsic Motivation in Physical Education

다국어 초록 (Multilingual Abstract)

Drawing on the predictions of cognitive evaluation theory, this study examined the student`s perceptions of physical education (PE) teacher`s teaching behavior and their levels of intrinsic motivation toward PE. A total of 475 middle school-aged male and female students completed the questionnaire version of CBAS and the modified Korean version of IMI. Results from MANOVA revealed gender differences in the three indices on intrinsic motivation toward PE with higher scores in males. The Chi(χ)-shaped teaching behavior profile in 14 PE teachers indicated that the teachers emphasized either `instruction-encouragement` or `punishment-control` teaching style. Multiple regression analyses on each of the intrinsic motivation factors revealed that perceived teaching behaviors were significant predictors of studdents` intrinsic motivation toward PE. Specifically, students who perceived their teachers to exibit a teaching style that emphasized instruction and encouragement were higher in their intrinsic motivation. Conversely, perceptions of high frequency of punishment-oriented and controlling behaviors were related to lower levels of intrinsic motivation. Results were discussed in terms of future directions of this line of research.