Testing the efficacy of need-supportive instruction on skill performance, Motivation, & Affect

Abstract

Motivation is widely regarded as a fundamental driving force underlying human behavior. Self-Determination Theory, one of the most prominent social-cognitive frameworks for understanding motivation, posits that all individuals possess three basic psychological needs—autonomy, relatedness, and competence—which are essential for optimal growth and well-being. Grounded in this theoretical framework, the present study aimed to examine the effectiveness of psychological need-supportive instruction (NSI) on motor skill performance, motivation, and affect. A sample of 110 participants (Mage = 20.56 ± 2.25; 62.7% females) was randomly allocated to either an NSI or need-neglecting instruction (NNI) condition. Five 50-minute juggling lessons were taught by one instructor following a structured lesson format with two distinct and different instructional modalities serving as an independent variable. Dependent variables were juggling performance, self-determined motivation, enjoyment, and state anxiety, with trait anxiety, situational interest, and gender set as the covariates. The analysis of covariance showed a statistically significant between-group effect on skill performance (F[2,106] = 4.15, p = .044, ηp2 = .04; NSI>NT), intrinsic motivation (F[2,106] = 8.87, p = .004, ηp2 = .08, NSI>NNI), introjected regulation (F[2,106] = 6.06, p = .012, ηp2 = .06, NSI<NNI), extrinsic regulation (F[2,106] = 9.45, p = .003, ηp2= .08, NSI<NNI), and amotivation (F[2,106] = 12.29, p < .001, ηp2 = .12, NSI<NNI). Additionally, there was a significant between-group effect on enjoyment (F[2,106] = 24.23, p < .001, ηp2 = .19, NSI>NNI) and state anxiety (F[2,106] = -3.17, p = .020, ηp2= .05, NSI>NNI). In conclusion, NSI was an effective instructional strategy when aiming to improve participants’ motor skill performance, motivation, and positive affect.