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
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
558954Informations de copyright
Copyright © 2020 Vergara-Torres, Tristán, López-Walle, González-Gallegos, Pappous and Tomás.
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