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Les professeurs d'EPS, « champions » du soutien professoral perçu par les élèves ?

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Title: Les professeurs d'EPS, « champions » du soutien professoral perçu par les élèves ?
Alternate Title: Are PE teachers the champions of student's perceived teacher support?
Authors: MONIOTTE, JULIEN1, PORROVECCHIO, ALESSANDRO2, DIEU, OLIVIER2
Source: Revue Education et Socialisation. 2023, Issue 70, p1-13. 13p. 1 Chart.
Abstract (English): Rooted in self-determination theory (Deci and Ryan), our study focuses on students' perceived teacher support (TS) in different disciplines and on variables related to TS in PE. Data was collected through a questionnaire completed by 640 secondary school students. Results reveald an academic discipline effect and links between TS in PE and need of competence, grade level, enrolment in school sports association (SA). These results highlight the ability of PE teachers to create social links with their students and confirm the positive impact on the satisfaction of students' need for competence. Furthermore, the impact of the SA on perceived teacher support in PE suggests that school sport associations and other school clubs may have a positive impact on the social bond between students and their teachers. [ABSTRACT FROM AUTHOR]
Abstract (French): Ancrée dans la théorie de l'auto-détermination (Deci et Ryan), notre étude s'intéresse au soutien professoral perçu (SP) par les élèves dans différentes disciplines, ainsi qu'aux variables liées au SP en EPS. Par questionnaire, nous avons recueilli les réponses de 640 élèves du secondaire. Nos résultats indiquent un effet discipline sur le SP, « en faveur » de l'EPS et de l'histoire-géographie, ainsi qu'un lien significatif entre SP en EPS et satisfaction du besoin de compétence, niveau de classe, fréquentation de l'AS. Ces résultats mettent en avant la capacité des enseignants d'EPS à créer du lien social avec leurs élèves et confirmeraient l'impact positif de celui-ci sur la satisfaction du besoin de compétence des élèves. En outre, l'impact de l'AS sur le soutien professoral perçu en EPS laisse penser que les associations sportives et les autres « clubs » scolaires pourraient avoir un impact positif sur le lien social entre les élèves et leurs professeurs. [ABSTRACT FROM AUTHOR]
Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Les professeurs d'EPS, « champions » du soutien professoral perçu par les élèves ?
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  Data: Are PE teachers the champions of student's perceived teacher support?
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  Data: <searchLink fieldCode="JN" term="%22Revue+Education+et+Socialisation%22">Revue Education et Socialisation</searchLink>. 2023, Issue 70, p1-13. 13p. 1 Chart.
– Name: Abstract
  Label: Abstract (English)
  Group: Ab
  Data: Rooted in self-determination theory (Deci and Ryan), our study focuses on students' perceived teacher support (TS) in different disciplines and on variables related to TS in PE. Data was collected through a questionnaire completed by 640 secondary school students. Results reveald an academic discipline effect and links between TS in PE and need of competence, grade level, enrolment in school sports association (SA). These results highlight the ability of PE teachers to create social links with their students and confirm the positive impact on the satisfaction of students' need for competence. Furthermore, the impact of the SA on perceived teacher support in PE suggests that school sport associations and other school clubs may have a positive impact on the social bond between students and their teachers. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (French)
  Group: Ab
  Data: Ancrée dans la théorie de l'auto-détermination (Deci et Ryan), notre étude s'intéresse au soutien professoral perçu (SP) par les élèves dans différentes disciplines, ainsi qu'aux variables liées au SP en EPS. Par questionnaire, nous avons recueilli les réponses de 640 élèves du secondaire. Nos résultats indiquent un effet discipline sur le SP, « en faveur » de l'EPS et de l'histoire-géographie, ainsi qu'un lien significatif entre SP en EPS et satisfaction du besoin de compétence, niveau de classe, fréquentation de l'AS. Ces résultats mettent en avant la capacité des enseignants d'EPS à créer du lien social avec leurs élèves et confirmeraient l'impact positif de celui-ci sur la satisfaction du besoin de compétence des élèves. En outre, l'impact de l'AS sur le soutien professoral perçu en EPS laisse penser que les associations sportives et les autres « clubs » scolaires pourraient avoir un impact positif sur le lien social entre les élèves et leurs professeurs. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Revue Education et Socialisation is the property of Presses Universitaires de la Mediterranee and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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