아동들이 신체활동에 참여하는 것은 즐거움이 수반 되어야만 자발적인 참여로 이어지고 또한 그 활동 자 체에 도전적일 때 지속될 수 있는 것이다( National Association for Sport & Physical Education, 2004). 이러한 현상은 동기적 관점에서 보면 외적동기보다는 내적동기에 의한 것이고 자기-결정 동기와 관련이 있 는 것으로 보인다(Ryan & Deci, 2000). 특히 상대적으로 자기결정동기를 가진 아동은 그렇지 않는 아동에 비해 보다 적극적인 활동을 좋아하는데 그 이유는 그 자체가 재미있고(내적), 개인적으로 중요하게 생각하고 (확인된 조절) 그 활동에서 타인들로부터 승인 받는 것에 민감하지 않을 뿐만 아니라 활동으로부터 보상을
The purpose of this study was to analysis causal relationship between teachers\' support, motivational climate and self-determined motivation in physical education of elementary school. The subjects were 466 elementary school children(boys:237, girls:230) from G city, C and K province. The Scales were used teachers\' support and perceived relatedness scale which was made by Goodenow(1993b), motivational climate scale which was made by cox & Williams(2008) and Self-determined motivational scale which was made by Ryan & Deci(2000). The results were as follows; 1. Boys showed higher learning climate, perceived competence, relatedness and motivation than those of girls. 2. In analysis of correlation, there were significant correlated between teachers\' support, learning climate, perceived competence, relatedness, and motivation. 3. The model which was made of exogenous variables(teachers\' support and learning climate) and endogenous variables(perceived competence, autonomy, relatedness, and motivation) could be used because it tested in analysis of structural equation. 4. The paths from exogenous to endogenous variables(Teachers\' support → Competence, Teachers\' support → Relatedness, Teachers\' support → Motivation, Learning Climate → Competence, Learning Climate → Autonomy, Learning Climate → Relatedness, Learning Climate → Mtivation) were significant and paths from endogenous to endogenous variables(Competence → Motivation, Autonomy → Motivation, Relatedness→ Motivation) were significant.
Ⅰ. 서론 II. 연구방법 III. 결과 및 해석 IV. 논의 V. 결론 참고문헌
