Examining how observed need-supportive and need-thwarting teaching behaviours relate to pupils’ affective outcomes in physical education

Teraoka, Eishin; Diego, Félix Enrique Lobo de; Kirk, David

doi:10.1177/1356336x231186751

Cited by 2 publications

(3 citation statements)

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“…This suggests that high PNT has a sustained, longitudinal influence on these two variables. The observation presents a novel insight when contrasted with existing cross-sectional research on PNT ( 41 , 42 ).…”

Section: Discussionmentioning

confidence: 61%

“…This research adopts a longitudinal approach, allowing for between-group mean comparison. This methodology offers an advantage over previous cross-sectional studies ( 41 , 42 ) by enabling the observation of trends in the effects of PNT on teachers’ psychological distress, PSU, and perceived administrative support across different groups. Through detailed analysis of teachers’ PNT status as well as its association with the three mentioned factors, the present study can provide valuable guidance for developing interventions for each PNT profile to enhance the well-being of Chinese primary and middle school teachers.…”

Section: Introductionmentioning

confidence: 99%

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Latent profile analysis of psychological needs thwarting in Chinese school teachers: longitudinal associations with problematic smartphone use, psychological distress, and perceived administrative support

Liao,

Cao,

Gamble

et al. 2023

Front. Public Health

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IntroductionIn light of the significant impact that teachers have on education quality and student growth, their mental health warrants special attention. With the increasing popularity of Information and Communication Technology (ICT) and the rise of online teaching during the pandemic, teachers have become a group prone to developing problematic smartphone use (PSU). Psychological need thwarting (PNT) has been shown to be closely related to PSU, psychological distress, and perceived administrative support. However, most previous studies have adopted a variable-centered approach, which may overlook the possibility that the three basic needs are not closely associated and could form distinct profiles. Therefore, this study aims to apply latent profile analysis to identify different PNT profiles and their associations with PSU, psychological distress, and perceived administrative support.MethodsA longitudinal survey was conducted using convenience and purposive sampling methods. The survey involved 1,642 primary and middle school teachers working in China over a two-month interval, with the first assessment in November 2021 (Time 1) and the second in January 2022 (Time 2).ResultsThe results indicate that a three-profile model, intricately based on the PNT data gathered at Time 1, is most optimal: Class 1 is labeled as ‘High autonomy-High competence and Moderate relatedness thwarting’, Class 2 as ‘High autonomy-High competence and High relatedness thwarting’, and Class 3 as ‘Low psychological needs thwarting’. Distinct associations were observed among the three profiles concerning PSU, psychological distress, and perceived administrative support. Specifically, in terms of PSU, the score of Class 2 was higher than Class 1, with that of Class 3 being the lowest at Time 1, while at Time 2 no significant difference was found between any two of these three groups; in terms of distress, the scores of the three profiles were arranged from high to low as Class 2, 1, and 3 at both time points; and in terms of perceived administrative support, the order was just the opposite, with 3, 1, and 2 from high to low at both Time 1 and Time 2.ConclusionNotably, the consistent ranking of the three classes in terms of psychological distress and administrative support suggests a lasting influence of PNT. Future studies should explore this enduring impact further by employing additional longitudinal data sets and examining potential mediators or moderators beyond the current study’s scope.

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Section: Discussionmentioning

confidence: 61%

Section: Introductionmentioning

confidence: 99%

Latent profile analysis of psychological needs thwarting in Chinese school teachers: longitudinal associations with problematic smartphone use, psychological distress, and perceived administrative support

Liao,

Cao,

Gamble

et al. 2023

Front. Public Health

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“…This covers everything from its historical roots to its current challenges and accomplishments. By studying the impact of PE on the nation's well-being, health, and cultural and social identity, individuals can gain a deeper understanding of its multifaceted influence [32][33][34].…”

Section: Introductionmentioning

confidence: 99%

Assessment of Pedagogical Contributions toward Enhancing Physical Activity within the Secondary School Physical Education Curricula in Southwestern China

Li,

2024

Sustainability

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Students enrolled in secondary schools often fail to engage in moderate to vigorous levels of physical activity (MVLPA) due to inadequacies in their physical education programs. Physical education teachers (PETs) foster student involvement in MVLPA. Consequently, it becomes imperative to identify and scrutinize factors pertaining to PETs that could influence students’ MVLPA within secondary school settings, an area that has been relatively overlooked in China. To address this gap, the present study delved into MVLPA among secondary school students in southwest China with the following objectives: (i) to assess students’ MVLPA alongside PET characteristics and teaching behaviors during physical education classes; (ii) to explore discrepancies in PET behaviors and characteristics; and (iii) to establish connections between students’ MVLPA and PET behaviors and characteristics during physical education sessions. A questionnaire survey was administered to 54 full-time PETs across nine secondary schools in Chengdu, China, aimed at gathering data on their personal and professional attributes. Additionally, a system for observing fitness instruction time was employed to document PET instructional traits, while accelerometers were utilized to track students’ MVLPA. The study objectives were investigated using multiple statistical analyses. The findings indicate that PETs do not meet the recommended 50% MVLPA time allocation during physical education sessions. Noteworthy patterns emerged, revealing that PETs with 1–5 years of teaching experience allocated less time to student observation and more time to classroom management compared to their counterparts with 6–10 years and over 10 years of teaching experience. Moreover, MVLPA time invested in lessons led by male PETs (B = −3.221) was significantly higher than time spent in lessons led by female PETs, which was attributed to PET gender. Furthermore, students under the tutelage of PETs with 6–10 years of teaching experience (B = 3.101) and those with over 10 years of experience (B = 2.989) exhibited significantly higher MVLPAs than under those with 1–5 years of teaching experience. Additionally, PET attitudes such as observation (B = 1.621) and promoting (B = 1.317) behaviors during physical education sessions were positively correlated with students’ MVLPA. A regression analysis revealed that PET characteristics and behaviors explained 21.3% of students’ MVLPA variance. This study offers insights into PETs’ pivotal role in promoting physical activity. It underscores the ramifications for students’ MVLPA in the Chinese educational context.

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Examining how observed need-supportive and need-thwarting teaching behaviours relate to pupils’ affective outcomes in physical education

Cited by 2 publications

References 50 publications

Latent profile analysis of psychological needs thwarting in Chinese school teachers: longitudinal associations with problematic smartphone use, psychological distress, and perceived administrative support

Latent profile analysis of psychological needs thwarting in Chinese school teachers: longitudinal associations with problematic smartphone use, psychological distress, and perceived administrative support

Assessment of Pedagogical Contributions toward Enhancing Physical Activity within the Secondary School Physical Education Curricula in Southwestern China

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