期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：4
页码：1351-1357
DOI：10.29333/ejmste/81296
出版社：Pamukkale Univ Dept Sci Education
摘要：This study intends to discuss the effects of university PE teachers’ leadership styles and
classroom climate on learning motivation for basketball course. University students in
Guangdong Province, as the research objects, are surveyed with PE teacher leadership
style scale, learning motivation for physical education scale, and classroom climate in
physical education scale. Total 589 valid copies of questionnaire are analyzed with
Multiple Stepwise Regression Analysis. The research results show that teacher support,
affinity, charismatic leadership, and intellectual stimulation could positively predict
intrinsic motivation, teacher support, laissez-faire leadership, and individualized
leadership could positively predict identified regulation, charismatic leadership,
individualized leadership, and involvement could positively predict introjected
regulation, and laissez-faire leadership and passive management by exception could
positively predict motivation. Accordingly, PE teachers’ leadership styles of
individualized leadership, charismatic leadership, and intellectual stimulation as well as
classroom climate of teacher support, affinity, and involvement could positively affect
students’ autonomous motivation, while laissez-faire leadership and passive
management by exception could positively affect students’ non-autonomous
motivation.
