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Perceived Teacher Support and Intentions to Quit Upper Secondary School: Direct, and Indirect Associations via Emotional Engagement and Boredom
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Tvedt, Maren Stabel; Bru, Edvin; Idsoe, Thormod – Scandinavian Journal of Educational Research, 2021
Teachers are crucial agents in adolescents' school life, and teachers' roles involve both academic and socio-emotional functions. This study examined how first-year students in upper secondary school in Norway (n = 1379) perceive aspects of teacher support (emotional support, feedback quality, and autonomy granting), and the associations with…
Descriptors: Teacher Student Relationship, Teacher Role, Student Motivation, High School Students
High School Physical Education: What Contributes to the Experience of Flow?
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Stormoen, Sidsel; Urke, Helga Bjørnøy; Tjomsland, Hege Eikeland; Wold, Bente; Diseth, Åge – European Physical Education Review, 2016
This study seeks to identify factors that promote positive experiences in high school physical education (PE). The study combines elements of Self-determination Theory (SDT) with the theory of "flow". Special attention is given to gender differences. The study sample consisted of 167 Norwegian senior high school students (78 females and…
Descriptors: Physical Education, Gender Differences, Foreign Countries, Questionnaires