Students' Perceptions of Teachers' Corrective Feedback, Basic Psychological Needs and Subjective Vitality: A Multilevel Approach.

corrective feedback physical education psychological well-being self-determination theory teacher

Journal

Frontiers in psychology
ISSN: 1664-1078
Titre abrégé: Front Psychol
Pays: Switzerland
ID NLM: 101550902

Informations de publication

Date de publication:
2020
Historique:
received: 04 05 2020
accepted: 31 08 2020
entrez: 2 11 2020
pubmed: 3 11 2020
medline: 3 11 2020
Statut: epublish

Résumé

The way students perceive corrective feedback has repercussions on what they learn and think. Based on the self-determination theory, the aim of this study is to test a model of multilevel mediation that examines the relationships between the perception of corrective feedback with its degree of acceptance (perceived legitimacy) at the team level and the subjective vitality of students at the individual level, mediated by the satisfaction of the three psychological needs, in the context of physical education. The participants were 742 students aged between 10 and 13 years old (52.6% men, 47.4% women) in 29 physical education groups. The results of the multilevel structural equation modeling analysis found at the group (between) level a positive and significant relationship between corrective feedback and perceived legitimacy (

Identifiants

pubmed: 33132964
doi: 10.3389/fpsyg.2020.558954
pmc: PMC7578364
doi:

Types de publication

Journal Article

Langues

eng

Pagination

558954

Informations de copyright

Copyright © 2020 Vergara-Torres, Tristán, López-Walle, González-Gallegos, Pappous and Tomás.

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Auteurs

Argenis P Vergara-Torres (AP)

School of Sports Organization, Autonomous University of Nuevo León, San Nicolás de los Garza, Mexico.

José Tristán (J)

School of Sports Organization, Autonomous University of Nuevo León, San Nicolás de los Garza, Mexico.

Jeanette M López-Walle (JM)

School of Sports Organization, Autonomous University of Nuevo León, San Nicolás de los Garza, Mexico.

Alejandra González-Gallegos (A)

School of Sports Organization, Autonomous University of Nuevo León, San Nicolás de los Garza, Mexico.

Athanasios Sakis Pappous (AS)

School of Sport and Exercise Sciences, University of Kent, Gillingham, United Kingdom.

Inés Tomás (I)

Faculty of Psychology, University of Valencia, Valencia, Spain.

Classifications MeSH