ArticleFrontiers in psychology2022
The influence of "small private online course + flipped classroom" teaching on physical education students' learning motivation from the perspective of self-determination theory.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.
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Who cites it
6 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Systematic evaluation of the teaching effectiveness of flipped classroom mode in undergraduate preventive medicine courses in China.Frontiers in public health · 2026Pooled it
- Impact of Flipped Classroom Instruction on Brain-Mediated Motor Skill Performance in University Students: A Systematic Review and Meta-Analysis.Brain sciences · 2025Review
- Research on the effect of professional competency of college physical education teachers on students' motivation for physical education learning.Frontiers in psychology · 2025Article
- SPOC (Small Private Online Course)-infused flipped classroom: a promising approach to address knowledge lag and practice gaps in infectious diseases teaching.Frontiers in medicine · 2025Article
- The application and influence of "Small Private Online Course" based on flipped classroom teaching model in the course of fundamental operations in surgery in China.Scientific reports · 2024Article
- Research on the design and application of "MOOC + flipped classroom" for basketball courses in colleges and universities from the perspective of education modernization.Frontiers in psychology · 2023Article
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Authors and funding
8 authors.
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Abstract
Objective: The study aimed to enhance the learning motivation of college physical education students and improve their learning outcomes. Based on the perspective of the self-determination theory, this study explores the influence of "Small Private Online Course (SPOC) + flipped classroom" teaching on the learning motivation of students majoring in physical education and profoundly analyzes the influencing factors and promotion paths of learning motivation using this model. Materials and methods: A total of four classes (64 students) of physical education majors in a university were selected and randomly divided into an experimental group (34 students) and a control group (30 students). The experimental group received "SPOC + flipped classroom" teaching, the control group received traditional teaching. Before and after the 16-week intervention, learning motivation, teacher support perception, basic psychological need satisfaction, and academic emotions of the 64 students were measured, and the data were analyzed by repeated-measures analysis of variance and partial least square regression. Results: (1) The instructional intervention reduced non-regulation, external regulation, and introjected regulation, while increased identified regulation, intrinsic regulation, and self-determination levels in the students. The levels of non-regulation, external regulation, identified regulation, and self-determination were also significantly different from those of the control group. (2) After the intervention, the scores of support for autonomy, support for competence, support for relatedness, and need for relatedness in the experimental group were significantly higher than those in the control group. (3) Support for autonomy, support for competence, support for relatedness, need for competence and need for relatedness positively predicted the self-determination level, and intrinsic regulation and identified regulation negatively predicted non-regulation, external regulation, and introjected regulation. Conclusion: "SPOC + flipped classroom" teaching has a positive impact on students' learning motivation of basketball skills and promotes students' motivation autonomy. The improvement of support for autonomy, support for competence, support for relatedness, need for competence, and need for relatedness may be related to the improvement of learning motivation of college students majoring in Physical Education (PE). "SPOC + flipped classroom" teaching enables students to obtain more demand satisfaction by giving them more demand support, while demand support and demand satisfaction can promote the internalization of learning motivation so that students can maintain high autonomy motivation.
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