Hye-Ryen Jang
Biographic Data
| ID | 5378020 |
|---|---|
| NAME | Hye-Ryen Jang |
| GIVEN NAMES | Hye-Ryen |
| FAMILY NAME | Jang |
| SIGNATURE | JANG H |
| AFFILIATIONS | Australian Catholic University |
| ORCID | 0000-0003-4676-7322 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Who influences whom
Background Student motivation for Physical Education (PE) is a key predictor of positive outcomes. Much of the existing research, grounded in Self-Determination Theory (SDT), highlights the influential role of PE teachers' (de)motivating styles on student motivation. However, this teacher-focused perspective tends to overlook students' active role in shaping the classroom environment. According to the Transactional Model, a two-way pathway exists…
Psychological need satisfaction and behavioral engagement reciprocally enhance each other—Unless one’s teacher is perceived to be highly controlling
Psychological need satisfaction energizes behavioral engagement, but behavioral engagement may also create the conditions to experience psychological need satisfaction.Recognizing this possible reciprocal relation and using a self-determination theory framework, we used a within-subjects research design to assess the reciprocal effects of student need satisfaction and their behavioral engagement under three conditions: low, moderate, and high per…
Two ways teachers can develop greater harmonious passion
Background Passion is highly prized. The Dualistic Model of Passion provides a general roadmap for how people develop passion, at least under conditions in which they can freely schedule their daily activity, abandon activities they no longer value, and have flexible time to invest as they see fit. But teaching is a different, because many aspects of this activity are fixed and pre-set by circumstances. Recognizing this unique condition of classr…
Bystanders tend to defend victims in a supportive classroom climate
When bystanders reinforce bullies, bullying tends to escalate; when bystanders defend victims, bullying tends to de-escalate. Recognizing this pattern, we adopted a social-ecological perspective within a self-determination theory framework to conduct two studies. Study 1 was a pre-registered cluster randomized control trial in which 38 Korean secondary teachers (9 females, 29 males; 19 experimental, 19 control) participated in an intervention to …
Teaching with confidence
This study investigated the causal impact of gains in teacher self-efficacy (TSE) on educational outcomes within a Social Cognitive Theory framework. In a 3-wave longitudinal randomized control trial with 91 secondary teachers in Korea, the experimental group received skill-based training (in autonomy-supportive teaching). As expected, the intervention significantly improved both autonomy-supportive teaching and TSE at mid-year. Structural equati…
Longitudinal reciprocal effects of agentic engagement and autonomy support
Autonomy-supportive teaching leads to autonomy-supportive parenting
We investigated for a teacher-to-parent relationship spillover effect in which students who received year-long autonomy-supportive teaching at school then received greater year-end autonomy-supportive parenting at home. Using a randomized control trial research design, teachers from 44 physical education classes and their 1185 secondary-grade students either did or did not participate in an autonomy-supportive teaching workshop. Over one academic…
Cluster randomized control trial to reduce peer victimization
Peer victimization is a worldwide crisis unresolved by 50 years of research and intervention. We capitalized on recent methodological advances and integrated self-determination theory with a social-ecological perspective. We provided teachers with a professional development experience to establish a highly supportive classroom climate that enabled the emergence of pro-victim student bystanders during bullying episodes. In our longitudinal cluster…
Cluster randomized control trial to reduce peer victimization
Peer victimization is a worldwide crisis unresolved by 50 years of research and intervention. We capitalized on recent methodological advances and integrated self-determination theory with a social-ecological perspective. We provided teachers with a professional development experience to establish a highly supportive classroom climate that enabled the emergence of pro-victim student bystanders during bullying episodes. In our longitudinal cluster…
Teaching with confidence
This study investigated the causal impact of gains in teacher self-efficacy (TSE) on educational outcomes within a Social Cognitive Theory framework. In a 3-wave longitudinal randomized control trial with 91 secondary teachers in Korea, the experimental group received skill-based training (in autonomy-supportive teaching). As expected, the intervention significantly improved both autonomy-supportive teaching and TSE at mid-year. Structural equati…
Cluster randomized control trial to reduce peer victimization
Peer victimization is a worldwide crisis unresolved by 50 years of research and intervention. We capitalized on recent methodological advances and integrated self-determination theory with a social-ecological perspective. We provided teachers with a professional development experience to establish a highly supportive classroom climate that enabled the emergence of pro-victim student bystanders during bullying episodes. In our longitudinal cluster…
Longitudinal reciprocal effects of agentic engagement and autonomy support
Autonomy-supportive teaching leads to autonomy-supportive parenting
We investigated for a teacher-to-parent relationship spillover effect in which students who received year-long autonomy-supportive teaching at school then received greater year-end autonomy-supportive parenting at home. Using a randomized control trial research design, teachers from 44 physical education classes and their 1185 secondary-grade students either did or did not participate in an autonomy-supportive teaching workshop. Over one academic…
Two ways teachers can develop greater harmonious passion
Background Passion is highly prized. The Dualistic Model of Passion provides a general roadmap for how people develop passion, at least under conditions in which they can freely schedule their daily activity, abandon activities they no longer value, and have flexible time to invest as they see fit. But teaching is a different, because many aspects of this activity are fixed and pre-set by circumstances. Recognizing this unique condition of classr…
Bystanders tend to defend victims in a supportive classroom climate
When bystanders reinforce bullies, bullying tends to escalate; when bystanders defend victims, bullying tends to de-escalate. Recognizing this pattern, we adopted a social-ecological perspective within a self-determination theory framework to conduct two studies. Study 1 was a pre-registered cluster randomized control trial in which 38 Korean secondary teachers (9 females, 29 males; 19 experimental, 19 control) participated in an intervention to …
Teaching with confidence
This study investigated the causal impact of gains in teacher self-efficacy (TSE) on educational outcomes within a Social Cognitive Theory framework. In a 3-wave longitudinal randomized control trial with 91 secondary teachers in Korea, the experimental group received skill-based training (in autonomy-supportive teaching). As expected, the intervention significantly improved both autonomy-supportive teaching and TSE at mid-year. Structural equati…
Who influences whom
Background Student motivation for Physical Education (PE) is a key predictor of positive outcomes. Much of the existing research, grounded in Self-Determination Theory (SDT), highlights the influential role of PE teachers' (de)motivating styles on student motivation. However, this teacher-focused perspective tends to overlook students' active role in shaping the classroom environment. According to the Transactional Model, a two-way pathway exists…
Psychological need satisfaction and behavioral engagement reciprocally enhance each other—Unless one’s teacher is perceived to be highly controlling
Psychological need satisfaction energizes behavioral engagement, but behavioral engagement may also create the conditions to experience psychological need satisfaction.Recognizing this possible reciprocal relation and using a self-determination theory framework, we used a within-subjects research design to assess the reciprocal effects of student need satisfaction and their behavioral engagement under three conditions: low, moderate, and high per…
Psychology (6 works) · Autonomy (5 works) · Motivation and Self-Concept in Sports (5 works) · Social Psychology (5 works) · Developmental psychology (4 works) · Pedagogy (3 works) · Social Psychology (3 works) · Behavioral Health and Interventions (2 works) · Bullying, Victimization, and Aggression (2 works) · Early Childhood Education and Development (2 works)