Affiliations 

  • 1 Department of Educational Foundations and Humanities, Faculty of Education, University of Malaya, Lembah Pantai, Kuala Lumpur, 50603, Malaysia
  • 2 Faculty of Physical Education, Hubei University of Arts and Science, Xiangyang, 441053, Hubei Province, China
  • 3 Department of Educational Foundations and Humanities, Faculty of Education, University of Malaya, Lembah Pantai, Kuala Lumpur, 50603, Malaysia. azniyati@um.edu.my
  • 4 Department of Educational Foundations and Humanities, Faculty of Education, University of Malaya, Lembah Pantai, Kuala Lumpur, 50603, Malaysia. syed@um.edu.my
  • 5 Department of Dance, Wenhua College, Hongshan, Wuhan, 430074, Hubei Province, China
  • 6 Department of Curriculum and Instructional Technology, Faculty of Education, University of Malaya, Lembah Pantai, Kuala Lumpur, 50603, Malaysia
Sci Rep, 2024 Nov 14;14(1):28043.
PMID: 39543230 DOI: 10.1038/s41598-024-79507-8

Abstract

The motivational process of physical education (PE) in schools is significantly influenced by social factors, as demonstrated by a number of research based on self-determination theory (SDT). As a proximal factor affecting students' learning motivation, the relatedness support of dancesport teachers plays a key role in promoting the learning motivation and sustainable development of dancesport students. This research aims to test the validity of the second-order model of perceived teacher relatedness support behavior (RSB) and investigate how students' perceptions of their professional teachers directly or indirectly predicted their motivation to learn dancesport. To validate the relationship between the higher-order model and perceived teacher RSB among dancesport majors, this study used the structural equation modeling method for validation and 302 undergraduates majoring in dancesport participated in this investigation. The results showed that students' perceived teacher relatedness support was positively related to intrinsic, integrated, identified, and introjected regulations during dancesport learning and negatively related to external regulation and amotivation. These findings revealed the importance of teacher RSB in dancesport. And this study provides a practical reference for improving the teaching effectiveness of dancesport in universities, promoting harmonious teacher-student relationships, and inspiring students' learning motivation in dancesport. At the same time, it also lays a research foundation for the reform of dancesport teaching in universities and the system of dancesport talent training programs.

* Title and MeSH Headings from MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine.