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Need Satisfaction, Motivation, and Learning Strategies in Undergraduate Kinesiology Students

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Title: Need Satisfaction, Motivation, and Learning Strategies in Undergraduate Kinesiology Students
Language: English
Authors: Jody Langdon (ORCID 0000-0002-5589-1694), Anna Brady (ORCID 0000-0003-1361-2412), Diana Botnaru
Source: International Journal of Kinesiology in Higher Education. 2024 8(3):235-254.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Psychological Needs, Need Gratification, Student Motivation, Learning Strategies, Undergraduate Students, Kinesiology, Undergraduate Study, Self Control, Personal Autonomy, Competence, Learning Motivation
Assessment and Survey Identifiers: Academic Motivation Scale, Study Process Questionnaire
DOI: 10.1080/24711616.2024.2335885
ISSN: 2471-1616
2471-1624
Abstract: The purpose of this study was to examine the influence of basic psychological need satisfaction and motivation on students' use of deep and surface learning strategies across undergraduate kinesiology courses. This study used a survey consisting of demographic questions and three self-report questionnaires assessing basic need satisfaction, motivation, and deep and surface learning strategies. The survey was administered via Qualtrics at the end of two semesters (fall 2020 and spring 2021). The participants consisted of 1,125 undergraduate kinesiology students (81.9% female, 55.3% white, 94.8% non-Hispanic) at a midsize university in the southeastern part of the United States. Path modeling showed that intrinsic motivation was influenced by autonomy, competence, and relatedness, while identified regulation was influenced by autonomy and competence. Relatedness also influenced both introjected regulation and external regulation. Participants' intrinsic motivation and identified regulation negatively predicted surface learning strategies while external regulation positively predicted surface learning strategies. Intrinsic motivation and identified motivation predicted deep learning strategies. Interestingly, all three basic psychological needs predicted deep learning strategies. These findings underscore the importance of satisfying basic needs to influence motivation and, in certain cases, learning strategies. While it is evident that the use of deep learning strategies would be highly beneficial for this group of learners, kinesiology students may not rely on these strategies due to a lack of intrinsic motivation and basic need satisfaction. Although future research is necessary to test the causal links between these constructs, supporting students' basic psychological needs and fostering intrinsic motivation could contribute to the use of deeper learning strategies.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1433235
Database: ERIC
FullText Text:
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  Data: Need Satisfaction, Motivation, and Learning Strategies in Undergraduate Kinesiology Students
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  Data: <searchLink fieldCode="AR" term="%22Jody+Langdon%22">Jody Langdon</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5589-1694">0000-0002-5589-1694</externalLink>)<br /><searchLink fieldCode="AR" term="%22Anna+Brady%22">Anna Brady</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1361-2412">0000-0003-1361-2412</externalLink>)<br /><searchLink fieldCode="AR" term="%22Diana+Botnaru%22">Diana Botnaru</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Kinesiology+in+Higher+Education%22"><i>International Journal of Kinesiology in Higher Education</i></searchLink>. 2024 8(3):235-254.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 20
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  Data: 2024
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Psychological+Needs%22">Psychological Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Need+Gratification%22">Need Gratification</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Strategies%22">Learning Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Kinesiology%22">Kinesiology</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Competence%22">Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink>
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  Label: Assessment and Survey Identifiers
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  Data: <searchLink fieldCode="SU" term="%22Academic+Motivation+Scale%22">Academic Motivation Scale</searchLink><br /><searchLink fieldCode="SU" term="%22Study+Process+Questionnaire%22">Study Process Questionnaire</searchLink>
– Name: DOI
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  Data: 10.1080/24711616.2024.2335885
– Name: ISSN
  Label: ISSN
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  Data: 2471-1616<br />2471-1624
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The purpose of this study was to examine the influence of basic psychological need satisfaction and motivation on students' use of deep and surface learning strategies across undergraduate kinesiology courses. This study used a survey consisting of demographic questions and three self-report questionnaires assessing basic need satisfaction, motivation, and deep and surface learning strategies. The survey was administered via Qualtrics at the end of two semesters (fall 2020 and spring 2021). The participants consisted of 1,125 undergraduate kinesiology students (81.9% female, 55.3% white, 94.8% non-Hispanic) at a midsize university in the southeastern part of the United States. Path modeling showed that intrinsic motivation was influenced by autonomy, competence, and relatedness, while identified regulation was influenced by autonomy and competence. Relatedness also influenced both introjected regulation and external regulation. Participants' intrinsic motivation and identified regulation negatively predicted surface learning strategies while external regulation positively predicted surface learning strategies. Intrinsic motivation and identified motivation predicted deep learning strategies. Interestingly, all three basic psychological needs predicted deep learning strategies. These findings underscore the importance of satisfying basic needs to influence motivation and, in certain cases, learning strategies. While it is evident that the use of deep learning strategies would be highly beneficial for this group of learners, kinesiology students may not rely on these strategies due to a lack of intrinsic motivation and basic need satisfaction. Although future research is necessary to test the causal links between these constructs, supporting students' basic psychological needs and fostering intrinsic motivation could contribute to the use of deeper learning strategies.
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  Data: 2024
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  Label: Accession Number
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  Data: EJ1433235
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      – Type: doi
        Value: 10.1080/24711616.2024.2335885
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 235
    Subjects:
      – SubjectFull: Psychological Needs
        Type: general
      – SubjectFull: Need Gratification
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Kinesiology
        Type: general
      – SubjectFull: Undergraduate Study
        Type: general
      – SubjectFull: Self Control
        Type: general
      – SubjectFull: Personal Autonomy
        Type: general
      – SubjectFull: Competence
        Type: general
      – SubjectFull: Learning Motivation
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      – SubjectFull: Academic Motivation Scale
        Type: general
      – SubjectFull: Study Process Questionnaire
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    Titles:
      – TitleFull: Need Satisfaction, Motivation, and Learning Strategies in Undergraduate Kinesiology Students
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            NameFull: Jody Langdon
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            NameFull: Anna Brady
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            NameFull: Diana Botnaru
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              Y: 2024
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            – TitleFull: International Journal of Kinesiology in Higher Education
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