Do students with different motives for physical education respond differently to autonomy-supportive and controlling teaching?

Meyer, Jotie De; Soenens, Bart; Vansteenkiste, Maarten; Aelterman, Nathalie; Petegem, Stijn Van; Haerens, Leen

doi:10.1016/j.psychsport.2015.06.001

Cited by 90 publications

(112 citation statements)

References 42 publications

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“…Nevertheless, when testing pupil motivation, it is crucial to study the effect of gender, because whereas boys show a more self-determined motivation towards physical education in general [27, 21], girls show less enjoyment, interest, and pleasure during these classes [28,29]. Conversely, regarding dance and artistic-expressive activities, girls show a greater interest than boys in this type of activity [30, 31].…”

Section: Introductionmentioning

confidence: 99%

Creativity associated with the application of a motivational intervention programme for the teaching of dance at school and its effect on the both genders

2017

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The current study reviews processes of teaching-learning based on creativity, with the application by teachers of several strategies to support the need for autonomy, competence, and relatedness. The aim is to learn the effect of pupil’s gender on their motivational level and the psychological consequences that might arise in the cognitive, affective, and behavioural domains. A quasi-experimental study was carried out at four schools in Mexico, with 12 physical education teachers and 40 natural groups of pupils aged between 11 and 17 (M = 13.17). The groups were randomly assigned to either an experimental group (24 groups, 447 pupils) or a control group (16 groups, 474 pupils). A prior training programme was carried out with the teachers in the experimental group to enable them to support the psychological need for autonomy, competence, and relatedness. Initial and final measurements were taken in both groups, and the results revealed that independently of the programme used, girls showed higher motivation and positive psychological consequences in the teaching of dance compared to the male participants. In conclusion, it is important to continue with research and set a methodology that addresses those differences, dedicating the necessary time and treatment to resolve their questions and necessities.

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Section: Introductionmentioning

confidence: 99%

Creativity associated with the application of a motivational intervention programme for the teaching of dance at school and its effect on the both genders

2017

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“…Presumably, the functional significance of the reward was different for autonomy‐, relative to control‐oriented individuals (see also Hagger, Koch, & Chatsizarantis, ). Other studies have focused on individual differences in students’ motivational orientations, showing that even controlled individuals suffer from exposure to controlling teaching (De Meyer et al, ), whereas autonomy‐oriented learners can derive greater benefits from a need‐supportive class (Flünger, Mayer, & Umbach, ; Mouratidis, Vansteenkiste, Sideridis, & Lens, ).…”

Section: Relations Between Sdt and Wttmentioning

confidence: 99%

Reflections on self‐determination theory as an organizing framework for personality psychology: Interfaces, integrations, issues, and unfinished business

Ryan

Soenens

Vansteenkiste

2018

Journal of Personality

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100

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Objective This special issue focuses on self‐determination theory (SDT) as an integrative framework for the wider field of personality research. In this commentary our aims include: reflecting on the utility and strengths of SDT as such a general framework and responding to the various contributions in this issue regarding their use of SDT as a guiding, complementary, or contrasting framework. Methods and Results We describe how SDT has developed organically and conservatively from “within” based on the emerging patterns of evidence, as well through the ongoing challenges from other models and frameworks. We then discuss each of the various contributions to this special issue, addressing themes that include SDT’s breadth of methods, and its relevance to topics such as narcissism, wisdom, individual differences, Big‐Five traits, and the neuropsychology of motivation, among others. Across these discussions, we highlight fruitful avenues for research and cross‐fertilization across the fields of personality, development, motivation, and neuroscience. At the same time, we counter some claims made about SDT, and forward certain cautions regarding the integration of SDT and other personality frameworks and models. Conclusions We conclude by revisiting the value of broad theory, and SDT in particular, for coordinating complex research findings concerning motivation, personality development and wellness across multiple levels of analysis and, perhaps more importantly, for pointing researchers to the right questions within today’s prolific empiricism.

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“…By promoting psychological needs satisfaction, autonomy-supportive style engenders positive consequences for students on a personal level, such as better academic performance and greater well-being (Adie et al, 2008). On the other hand, controlling teaching style – by frustrating the satisfaction of psychological needs – can have adverse consequences for students, such as resistance to learning or not paying attention to teachers (De Meyer et al, 2016). …”

Section: Introductionmentioning

confidence: 99%

Relations Between Student Procrastination and Teaching Styles: Autonomy-Supportive and Controlling

2018

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Procrastination is a complex problem that can be defined as delaying an intended course of action (despite anticipating adverse consequences). Even when some students have equivalent motivation and skill levels, they tend to procrastinate more frequently than others. Approaches that analyze whether contextual influences may prevent or promote dysregulation processes associated with procrastination are scarce. According to Self-Determination Theory, contextual influences can facilitate self-regulated motivation (e.g., autonomous pursuit of interests or personal goals), if teaching style is autonomy-supportive and guarantees the satisfaction of students’ basic psychological needs for perceived competence, autonomy, and relatedness. Contrariwise, school context can also impede the development of autonomous motivation if teachers frustrate the satisfaction of their students’ psychological needs by recurring to controlling teaching behaviors, such as controlling use of rewards, negative conditional regard, excessive personal control, or intimidation. The goal of the present study was to assess the relations between controlling and autonomy-supportive teaching behaviors, psychological needs satisfaction (of the needs for competence, autonomy, and relatedness), and four distinct measures of procrastination: general procrastination, decisional procrastination, procrastination linked to task avoidance, and pure procrastination. Data based on public university undergraduate students (N = 672) shows that controlling teaching behaviors are associated negatively with psychological needs satisfaction and positively with procrastination. Contrariwise, autonomy-supportive teaching behaviors are positively associated with psychological needs satisfaction and negatively with procrastination. The data obtained is useful for suggesting new lines of research to study the link between contextual influences and the prevention of academic procrastination in view of Self-Determination Theory. Also, our results suggest new pedagogical approaches where teachers can create contextual conditions that help to prevent or reduce procrastinating tendencies.

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Do students with different motives for physical education respond differently to autonomy-supportive and controlling teaching?

Cited by 90 publications

References 42 publications

Creativity associated with the application of a motivational intervention programme for the teaching of dance at school and its effect on the both genders

Creativity associated with the application of a motivational intervention programme for the teaching of dance at school and its effect on the both genders

Reflections on self‐determination theory as an organizing framework for personality psychology: Interfaces, integrations, issues, and unfinished business

Relations Between Student Procrastination and Teaching Styles: Autonomy-Supportive and Controlling

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