تاثیر یک دوره مداخله مبتنی بر خود مختاری بر انگیزش و مشارکت دانشجویان: بررسی نقش جنسیت

هدف: اطلاعات کمی در مورد تاثیر مداخلات مبتنی بر خودمختاری بر روی انگیزش و فعالیت بدنی عینی (اندازه‌گیری شده با شتاب سنج) در دانشجویان وجود دارد. بنابراین، هدف از تحقیق حاضر بررسی تاثیر یک دوره مداخله مبتنی بر نیاز خودمختاری بر روی انگیزش و مشارکت دانشجویان دانشگاه فرهنگیان سیستان و بلوچستان بود. مواد و روش ها: روش تحقیق از نوع نیمه تجربی بود. شرکت‌کنندگان شامل 60 دانشجو دختر دانشگاه فرهنگیان سیستان و بلوچستان با دامنه سنی 19 تا 21 سال (میانگین سنی 19.84 سال) بودند که به‌ طور تصادفی در دو گروه با انتخاب (30 نفر) و بدون انتخاب (30 نفر) قرار گرفتند. پروتکل تحقیق شامل مراحل پیش آزمون و پس آزمون بود. فعالیت بدنی به طور عینی با استفاده از شتاب‌سنج‌ (actigraph gt3x-bt) اندازه‌گیری شد و از مقیاس انگیزش ورزشی-2  برای سنجش انگیزش استفاده گردید. برنامه مداخله به مدت 12 هفته به طول انجامید. برای تحلیل داده ها از آزمون های تی مستقل و تحلیل واریانس استفاده شد.  یافته ها: نتایج نشان داد که مداخله مبتنی بر خودمختاری باعث افزایش انگیزش خودمختار و فعالیت بدنی و کاهش انگیزش کنترل شده در دانشجویان شد. علاوه بر این، دانشجویان از دستورالعمل های سازمان جهانی بهداشت مبنی بر شرکت در 60 دقیقه mvpa در روز پیروی نکردند. نتیجه‌گیری: این نتایج نشان دهنده اثربخشی مثبت سبک های تدریس مبتنی بر نظریه خودتعیین‌گری است. بنابراین، اساتید تربیت بدنی در دانشگاه ها می توانند با استفاده از سبک های تدریس مبتنی بر نظریه خودتعیین‌گری باعث ارتقاء سطح فعالیت بدنی سلامت محور دانشجویان شوند که در واقع یکی از اهداف اصلی درس تربیت بدنی عمومی نیز می باشد.

effect of an intervention course on autonomy on student motivation and engagement: investigating the role of gender

background and purpose  research has shown that engaging in physical activity has numerous benefits for mental and physical health, such as improving cardio-muscular function, physical fitness, cognitive and mental functions, and reducing depression, anxiety, and obesity (collins staples, 2017; gerber et al., 2021; lahart et al., 2019; marker et al., 2018; poitras et al., 2016; schwartz et al., 2019). several studies have indicated that adults worldwide do not engage in regular physical activity and fail to meet the who guidelines of 60 minutes of moderate-to-vigorous physical activity per day (sallis, 2016). according to the theory of self-determination, there are specific psychological and social goals that, when met, can enhance a person’s growth, integration, and well-being. these goals, known as basic psychological needs, include &autonomy,& &competence,& and &relatedness& (deci ryan, 2000). this study aimed to contribute to the existing knowledge on the impact of autonomy support on the motivation and participation of adults in physical activity.materials and methodsthis study employed a causal-comparative (pre-test and post-test) research design conducted in the field. the participants were 60 male and female student teachers from farhangian university of sistan and baluchistan, aged between 19 and 21 years (average age 19.84 years). participants were purposefully assigned to two groups: &choice& (exercise with autonomy) and &no choice& (exercise without autonomy), each consisting of 30 individuals (15 men and 15 women).modern accelerometers (actigraph wgt3x-bt, actigraph llc, pensacola, fl, usa) were used to measure physical activity, with a focus on moderate-to-vigorous physical activity (mvpa) to assess the subjects’ activity levels. the research protocol comprised pre-test, intervention, and post-test stages. in the pre-test (one week before the intervention), participants wore an accelerometer device on their right hip for a week. subsequently, the autonomy and non-autonomy groups engaged in the research protocol during physical education classes for three months. data analysis was performed using spss 26 statistical software, with mean and standard deviation calculated for data description.resultsregarding internal motivation, both groups exhibited similar levels in the pre-test (t=0.55, p=0.92). however, in the post-test, the choice group demonstrated significantly higher intrinsic motivation than the no-choice group (t=6.61, p=0.000). analysis of variance revealed a significant increase in internal motivation from pre-test to post-test in the choice group, but no change in the no-choice group. in terms of identified regulation, both groups showed comparable levels in the pre-test (t=0.67, p=0.61). yet, in the post-test, the choice group displayed significantly higher identified regulation than the no-choice group (t=9.22, p=0.000), with a notable increase observed in the choice group from pre-test to post-test. regarding internal regulation, both groups had similar levels in the pre-test (t=0.82, p=0.79). a significant decrease in internal regulation was noted in the choice group from pre-test to post-test, while no change was observed in the no-choice group. for external regulation, both groups had similar levels in the pre-test (t=0.76, p=0.86). however, in the post-test, the choice group exhibited significantly lower external regulation than the no-choice group (t=4.61, p=0.000), with a decrease observed in the choice group from pre-test to post-test. regarding lack of motivation, a significant decrease was noted in the choice group from pre-test to post-test, but no change was observed in the no-choice group. analysis of variance also revealed a significant increase in mvpa in the choice group from pre-test to post-test, while no change was observed in the no-choice group.