The teacher benefits from giving autonomy support during physical education instruction

Journal of Sport and Exercise Psychology

Volumn 36, Issue 4, 2014, Pages 331-346

  Cheon, Sung Hyeon ^a   Reeve, Johnmarshall ^b   Yu, Tae Ho ^b   Jang, Hue Ryen ^b  

^a Kangwon National University   (South Korea)

^b Korea University   (South Korea)

Author keywords

Autonomy support; Intervention; Motivation; Physical education; Teacher training

Indexed keywords

ADULT; ANALYSIS OF VARIANCE; CONTROLLED STUDY; FEMALE; HUMAN; JOB SATISFACTION; LONGITUDINAL STUDY; MALE; MOTIVATION; PERSONAL AUTONOMY; PHYSICAL EDUCATION; PROCEDURES; PSYCHOLOGY; RANDOMIZED CONTROLLED TRIAL; SOCIAL SUPPORT; SOUTH KOREA; STUDENT; UNIVERSITY;

ADULT; ANALYSIS OF VARIANCE; FACULTY; FEMALE; HUMANS; JOB SATISFACTION; LONGITUDINAL STUDIES; MALE; MOTIVATION; PERSONAL AUTONOMY; PHYSICAL EDUCATION AND TRAINING; REPUBLIC OF KOREA; SOCIAL SUPPORT; STUDENTS;

EID: 84913526023     PISSN: 08952779     EISSN: 15432904     Source Type: Journal    
DOI: 10.1123/jsep.2013-0231     Document Type: Article

References (51)

1. Allen, J.B., & Shaw, S. (2009). Women coaches' perceptions of their sport organizations' social environment: Supporting coaches' psychological needs? The Sport Psychologist, 23, 346-366.
2. Anderson, R., Greene, M., & Loewen, P. (1988). Relationships among teachers' and students' thinking skills, sense of efficacy, and student achievement. The Alberta Journal of Educational Research, 34, 148-165.
3. Bartholomew, K.J., Ntoumanis, N., Ryan, R.M., & Thøgersen-Ntoumani, C. (2011). Psychological need thwarting in the sport context: Assessing the darker side of athletic experience. Journal of Sport & Exercise Psychology, 33, 75-102. PubMed.
4. Black, A.E., & Deci, E.L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740-756. doi:10.1002/1098-237X(200011)84:6<740::AIDSCE4> 3.0.CO;2-3.
5. Brislin, R. (1980). Translation and content analysis of oral and written material. In H.C. Triandis & J.W. Berry (Eds.), Handbook of cross-cultural psychology: Vol. 2 (pp. 389-444). Boston: Allyn & Bacon.
6. Caprara, G.V., Barbaranelli, C., Borgogni, L., & Steca, P. (2003). Efficacy beliefs as determinants of teachers' job satisfaction. Journal of Educational Psychology, 95, 821-832. doi:10.1037/0022-0663.95.4.821.
7. Chatzisarantis, N.L., & Hagger, M.S. (2009). Effects of an intervention based on self-determination theory on self-reported leisure-time physical activity participation. Psychology & Health, 24, 29-48. PubMed doi:10.1080/08870440701809533.
8. Cheon, S.H., & Moon, I.S. (2010). Implementing an autonomysupportive fitness program to facilitate students' autonomy and engagement. Korean Journal of Sport Psychology, 21, 175-195.
9. Cheon, S.H., & Reeve, J. (2013). Do the benefits from autonomy-supportive PE teacher training programs endure?: A one-year follow-up investigation. Psychology of Sport and Exercise, 14, 508-518. doi:10.1016/j. psychsport.2013.02.002.
10. Cheon, S.H., Reeve, J., & Moon, I.S. (2012). Experimentallybased, longitudinally designed, teacher-focused intervention to help physical education teachers be more autonomy supportive toward their students. Journal of Sport & Exercise Psychology, 34, 365-396. PubMed.
11. Deci, E.L., La Guardia, J.G., Moller, A.C., Scheiner, M.J., & Ryan, R.M. (2006). On the benefits of giving as well as receiving autonomy support: Mutuality in close friendships. Personality and Social Psychology Bulletin, 32, 313-327. PubMed doi:10.1177/0146167205282148.
12. Deci, E.L., Ryan, R.M., Gagné, M., Leone, D.R., Usunov, J., & Kornazheva, B.P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former Eastern Bloc country. Personality and Social Psychology Bulletin, 27, 930-942. doi:10.1177/0146167201278002.
13. Deci, E.L., Schwartz, A., Sheinman, L., & Ryan, R.M. (1981). An instrument to assess adult's orientations toward control versus autonomy in children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642-650. doi:10.1037/0022-0663.73.5.642.
14. Dolbier, C.L., Webster, J.A., McCalister, K.T., Mallon, M.W., & Steinhardt, M.A. (2005). Reliability and validity of a single-item measure of job satisfaction. American Journal of Health Promotion, 19, 194-198. PubMed doi:10.4278/0890-1171-19.3.194.
15. Edmunds, J., Ntoumanis, N., & Duda, J.L. (2008). Testing a self-determination theory-based teaching style intervention in the exercise domain. European Journal of Social Psychology, 38, 375-388. doi:10.1002/ejsp.463.
16. Faul, F., Erdfelder, E., Lang, A-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175-191. PubMed doi:10.3758/ BF03193146.
17. Fenner, A.A., Straker, L.M., Davis, M.C., & Hagger, M.S. (2013). Theoretical underpinnings of a need-supportive intervention to address sustained healthy lifestyle changes in overweight and obese adolescents. Psychology of Sport and Exercise, 14, 819-829. doi:10.1016/j.psychsport. 2013.06.005.
18. Furrer, C., & Skinner, E.A. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148-162. doi:10.1037/0022-0663.95.1.148.
19. Gagne, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and Emotion, 27, 199-223. doi:10.1023/A:1025007614869.
20. Goudas, M., Biddle, S., & Fox, K. (1994). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. The British Journal of Educational Psychology, 64, 453-463. PubMed doi:10.1111/j.2044-8279.1994.tb01116.x.
21. Gunnell, K., Crocker, P.R.E., Wilson, P.M., Mack, D.E., & Zumbo, B.D. (2013). Psychological need satisfaction and thwarting: A test of basic psychological needs theory in physical activity contexts. Psychology of Sport and Exercise, 14, 599-607. doi:10.1016/j.psychsport.2013.03.007.
22. Guskey, T.R. (1984). The influence of change in instructional effectiveness upon the affective characteristics of teachers. American Educational Research Journal, 21, 245-259. doi:10.3102/00028312021002245.
23. Jang, H., Kim, E.J., & Reeve, J. (2012). Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context. Journal of Educational Psychology, 104, 1175-1188. doi:10.1037/ a0028089.
24. Jang, H., Reeve, J., Ryan, R.M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically-oriented South Korean adolescents? Journal of Educational Psychology, 101, 644-661. doi:10.1037/ a0014241.
25. Klassen, R.M., Bong, M., Usher, E.L., Chong, W.H., Huan, V.S., Wong, I.Y.F., & Georgiou, T. (2009). Exploring the validity of a teachers' self-efficacy scale in five countries. Contemporary Educational Psychology, 34, 67-76. doi:10.1016/j.cedpsych.2008.08.001.
26. McAuley, E., Duncan, T., & Tammen, V.V. (1989). Psychometric properties of the intrinsic motivation inventory in a competitive sport setting: A confirmatory factor analysis. Research Quarterly for Exercise and Sport, 60, 48-58. PubMed doi:10.1080/02701367.1989.10607413.
27. Moustaka, F.C., Vlachopoulous, S.P., Kabitsis, C., & Theodorakis, Y. (2012). Effects of an autonomy-supportive exercise instructing style on exercise motivation, psychological well-being, and exercise attendance in middle-age women. Journal of Physical Activity and Health, 9, 138-150. PubMed.
28. Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. The British Journal of Educational Psychology, 71, 225-242. PubMed doi:10.1348/000709901158497.
29. Pelletier, L.G., Sequine-Levesque, C.S., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers' motivation and teaching behavior. Journal of Educational Psychology, 94, 186-196. doi:10.1037/0022-0663.94.1.186.
30. Raedeke, T.D., & Smith, A.L. (2001). Development and preliminary validation of an athlete burnout measure. Journal of Sport & Exercise Psychology, 23, 281-306.
31. Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105, 579-595. doi:10.1037/a0032690.
32. Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and Emotion, 28, 147-169. doi:10.1023/B:MOEM.0000032312.95499.6f.
33. Reeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S.H., Jang, H.,. Wang, C.K.J. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion, 38, 93-110. doi:10.1007/s11031-013-9367-0.
34. Rimm-Kaufman, S.E., & Sawyer, B.E. (2004). Primary-grade teachers' self-efficacy beliefs, attitudes toward teaching, and discipline and teaching practice priorities in relation to the responsive classroom approach. The Elementary School Journal, 104, 321-341. doi:10.1086/499756.
35. Ross, J.A. (1992). Teacher efficacy and the effect of coaching on student achievement. Canadian Journal of Education, 17, 51-65. doi:10.2307/1495395.
36. Roth, G., Assor, A., Kaplan, H., & Kanat-Maymon, Y. (2007). Autonomous motivation for teaching: How selfdetermined teaching may lead to self-determined learning. Journal of Educational Psychology, 99, 761-774. doi:10.1037/0022-0663.99.4.761.
37. Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. The American Psychologist, 55, 68-78. PubMed doi:10.1037/0003-066X.55.1.68.
38. Ryan, R.M., & Frederick-Recascino, C.M. (1997). On energy, personality and health: Subjective vitality as a dynamic reflection of well-being. Journal of Personality, 65, 529-565. PubMed doi:10.1111/j.1467-6494.1997.tb00326.x.
39. Sebire, S.J., Standage, M., & Vansteenkiste, M. (2008). Development and validation of the goal content for exercise questionnaire. Journal of Sport & Exercise Psychology, 30, 353-377. PubMed.
40. Standage, M., Duda, J.L., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. The British Journal of Educational Psychology, 75, 411-433. PubMed doi:10.1348/000709904X22359.
41. Standage, M., Duda, J.L., & Ntoumanis, N. (2006). Students' motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Research Quarterly for Exercise and Sport, 77, 100-110. PubMed.
42. Standage, M., Gillison, F.B., Ntoumanis, N., & Treasure, G.C. (2012). Predicting students' physical activity and healthrelated well-being: A prospective cross-domain investigation of motivation across school physical education and exercise settings. Journal of Sport & Exercise Psychology, 34, 37-60. PubMed.
43. Stebbings, J., Taylor, I.M., & Spray, C.M. (2011). Antecedents of perceived coach autonomy supportive and controlling behaviors: Coach psychological need satisfaction and well-being. Journal of Sport & Exercise Psychology, 33, 255-272. PubMed.
44. Stebbings, J., Taylor, I.M., Spray, C.M., & Ntoumanis, N. (2012). Antecedents of perceived coach interpersonal behaviors: The coaching environment and coach psychological well-and ill-being. Journal of Sport & Exercise Psychology, 34, 481-502. PubMed.
45. Taylor, I.M., Ntoumanis, N., & Standage, M. (2008). A self-determination theory approach to understanding the antecedents of teachers' motivational strategies in physical education. Journal of Sport & Exercise Psychology, 30, 75-94. PubMed.
46. Tessier, D., Sarrazin, P., & Ntoumanis, N. (2010). The effect of an intervention to improve newly qualified teachers' interpersonal style, students' motivation and psychological need satisfaction in sport-based physical education. Contemporary Educational Psychology, 35, 242-253. doi:10.1016/j.cedpsych.2010.05.005.
47. Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805. doi:10.1016/S0742-051X(01)00036-1.
48. Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K.M., & Deci, E.L. (2004). Motivating learning, performance, and persistence: The synergistic role of intrinsic goals and autonomy support. Journal of Personality and Social Psychology, 87, 246-260. PubMed doi:10.1037/0022-3514.87.2.246.
49. Williams, G.C., & Deci, E.L. (1996). Internalization of biopsychosocial values by medical students: A test of selfdetermination theory. Journal of Personality and Social Psychology, 70, 767-779. PubMed doi:10.1037/0022-3514.70.4.767.
50. Williams, G.C., Grow, V.M., Freedman, Z., Ryan, R.M., & Deci, E.L. (1996). Motivational predictors of weightloss and weight-loss maintenance. Journal of Personality and Social Psychology, 70, 115-126. PubMed doi:10.1037/0022-3514.70.1.115.
51. Wolters, C.A., & Daugherty, S.G. (2007). Goal structures and teachers' sense of efficacy: Their relation and association to teaching experience and academic level. Journal of Educational Psychology, 99, 181-193. doi:10.1037/0022-0663.99.1.181.