Students’ motivational experiences across profiles of perceived need-supportive and need-thwarting teaching behaviors in physical education
Bibliographic Data
| ID | 21783965 |
|---|---|
| Authors | Rafael Burgueño (0000-0003-2354-0037, University of Almería, corresponding author), Luis García-González (0000-0001-8115-0649, Universidad de Zaragoza), Ángel Abós (0000-0002-1543-5109, Universidad de Zaragoza), Javier Sevil-Serrano (0000-0002-2077-1983, Universidad de Extremadura) |
| Year | 2024 |
| Volume | 29 |
| Issue | 1 |
| Pages | 82-96 |
| Publication date | 2024-01-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Physical Education and Sport Pedagogy (JOURNAL) |
| Journal identifiers | ISSN: 1740-8989 • E-ISSN: 1742-5786 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17408989.2022.2028757 |
| OpenAlex | W4207012586 |
| Language | EN |
| Citations received | 19 |
| References cited | 18 |
Background: Consistent with self-determination theory (SDT), teachers may differ in the motivating style used to motivate students in physical education (PE). When relying on need-supportive behaviors, teachers attempt to provide students with opportunities for choices and initiative (autonomy support), valuable information and feedback (competence support), and an emotional and affective environment (relatedness support). Alternatively, teachers relying on need-thwarting behaviors tend to adopt a controlling language (autonomy thwarting), unclear goals toward the task (competence thwarting), and cold links with students (relatedness thwarting). While competence, autonomy, and relatedness supportive and thwarting behaviors are theoretically distinct in the instructional practice, every teaching behavior may co-occur to different degrees. Grounded in SDT, the only existing person-centered study in PE showed that PE teachers’ autonomy-supportive and controlling teaching behaviors can be combined through the students’ eyes, being associated with different motivational outcomes.Purpose: Adopting a person-centered approach, this research aimed to extend previous knowledge by examining how different combinations of students’ perceptions of autonomy, competence, and relatedness supportive and thwarting teaching behaviors are associated with students’ need satisfaction, need frustration, and motivation in PE.Method: A sample of 478 middle school students (53.97% girls) participated in the study. First, a two-step cluster analysis using autonomy, competence, and relatedness supportive and thwarting behaviors was run to identify different motivating teaching profiles. Subsequently, a multivariate analysis of covariance was conducted to examine differences between the retained clusters and students’ need-based experiences and motivational regulations.Results: Two of these profiles were characterized by the dominant presence either of need-supportive (i.e. ‘high need-support – low need-thwarting’) or need-thwarting behaviors (i.e. ‘low need-support – high need-thwarting’), while they were found to be similarly present in the two remaining profiles (i.e. ‘moderate need-support – need-thwarting’, and ‘moderate need-support – high need-thwarting’). The ‘high need-support – low need-thwarting’ profile obtained the highest scores on need satisfaction and autonomous forms of motivation, accompanied by the lowest levels of need frustration and amotivation. The ‘moderate need-support – need-thwarting’ profile reflected low scores on need frustration, introjected and external regulation, and amotivation. The ‘moderate need-support – need-thwarting’ and the ‘low need-support – high need-thwarting’ profiles showed the highest scores on need frustration, introjected and external regulation, and amotivation.Conclusions: This research underscores that teachers may combine need-supportive and need-thwarting behaviors in their instructional practice. Results revealed that the ‘high need-support – low need-thwarting’ profile showed the most optimal outcomes, while the ‘low need-support – high need thwarting’ profile yielded the least optimal outcomes. Given that the ‘high need-support – low need-thwarting’ profile showed a more optimal pattern of outcomes than the ‘moderate need-support – high need-thwarting’ profile and the ‘moderate need-support – need-thwarting’, results suggest that students’ perception of need-thwarting teaching behaviors is detrimental even when the instructor is additionally perceived to be need-supportive. PE teachers are recommended not only to develop a motivating teaching style characterized by high levels of need-supportive behaviors, but also to avoid need-thwarting behaviors in their instructional practice, in order to enhance students’ motivational experiences
Autonomy · Self-determination theory · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Sport Psychology and Performance · Youth Development and Social Support
Exploring (de-)motivating teaching profiles from a fine-grained directiveness approach
Is high teacher directiveness always negative? Associations with students’ motivational outcomes in physical education
Need satisfaction and need frustration profiles among pre-service and in-service teachers
Teachers’ Relatedness Support/Thwarting Behaviors in Physical Education and Their Associations with Student Outcomes
The bright and dark side of autonomy
A motivational training program for secondary physical education teachers based on the circumplex model
Study protocol of a non-randomized controlled trial on a circumplex model-based motivational training program for pre-service physical education teachers
How Need-Thwarting Teaching Styles Are Combined for Physical Education Teachers
Relationships between (de-)motivating teaching approaches with students’ need-based experiences and affective outcomes in physical education
Towards a refined insight into physical education teachers’ autonomy-supportive, structuring, and controlling style to the importance of student motivation
Exploring teachers’ experiences of secondary school physical education in England
Associations between students’ perceptions of teachers’ transformational leadership, enjoyment and boredom in physical education
Psychometric validation of the Brazilian version of the interpersonal behavior questionnaire in physical education
Self‐determination theory and its implications for team motivation
Flow, Psychological Needs, and Behavioral Intention in AI ‐Assisted Learning
How is observed (de)motivating teaching associated with student motivation and device-based physical activity during physical education
How are pre-service physical education teachers’ perceptions of educator-created (dis)empowering climates associated with their motivational processes and teaching intention
Transforming Physical Education teaching through “MotivaDosEF”
How pre-service physical education teachers’ motivational profiles shape their (de)motivating teaching profiles
Self-Determination Theory
Basic psychological need theory
Different combinations of perceived autonomy support and control
Self-determination theory in physical education
Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive
Does observed controlling teaching behavior relate to students’ motivation in physical education?
Toward an integrative and fine-grained insight in motivating and demotivating teaching styles
Perceived teachers’ behavior and students’ engagement in physical education
Self-determination theory applied to physical education
| Citations per year | 6.33 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |