Relation between teachers' early expectations and students' later perceived competence in physical education classes: Autonomy-supportive climate as a moderator.

Abstract

The purpose of this study was to explore whether, in naturalistic physical education classes, the relation between teachers' early expectations and students' later perceived competence was moderated by the extent to which the motivational climate created by the teachers was autonomy supportive. Using a 1-year longitudinal design, data were obtained from 421 students and 22 teachers from 10 French junior high schools. Multilevel analyses revealed that (a) teachers' early expectations were related to students' later perceived competence, particularly when these expectations were positive, and (b) this relation was stronger when the classroom motivational climate was low in autonomy support. Implications for future research and educational practices are discussed.

Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure

“…The powerful "self-fulfilling prophecy" effects of one's own and others' perceptions of and expectations for oneself are well documented (Rosenthal, 2002;Skinner, Zimmer-Gembeck, & Connell, 1998;Stipek, 2002;Trouilloud, Sarrazin, Bressoux, & Bois, 2006). Thus, the trajectories of children who start with better self-regulation and executive functions, and worse, would be expected to diverge more and more each year as the positive feedback loop for the former, and the negative feedback loop for the latter, progressively enlarge what might be relatively small differences at the outset, producing an achievement gap that widens each year (Alexander, Entwisle, & Kabbani, 2001;O'Shaughnessy et al, 2003).…”

Perceived Autonomy-Support Instruction and Student Outcomes in Physical Education and Leisure-Time: A Meta-Analytic Review of Correlates. [Percepción de la formación de apoyo a la autonomía y resultados en estudiantes en educación física y tiempo libre: Una revisión meta-analítica de correlaciones].

“…RICYDE. Revista internacional de ciencias del deporte, 43(12),[29][30][31][32][33][34][35][36][37][38][39][40][41][42][43][44][45][46][47] …”

Assessing autonomy-supportive coaching strategies in youth sport

“…For example, in physical education classes, autonomy support has been positively linked with psychological need satisfaction, self-determined motivation (i.e., relative autonomy) for physical activity in physical education and leisure-time activities, physical activity intentions, leisure-time physical activity behavior, teacher ratings of motivated behavior, and concentration, and negatively linked with negative affect (Hagger, Chatzisarantis, Barkoukis, Wang, & Baranowski, 2005;Hagger, Chatzisarantis, Culverhouse, & Biddle, 2003;Ntoumanis, 2005;Standage, Duda, & Ntoumanis, 2005. Autonomy support also increases the strength of relations between physical education teachers' early expectations and students' later perceptions of competence (Trouilloud, Sarrazin, Bressoux, & Bois, 2006). In exercise, autonomy support has been positively linked to self-determined motivation, exercise intentions, effort expenditure, persistence, and enrollment in a physical activity club (Brickell, Chatzisarantis, & Pretty, 2006;Vansteenkiste, Simons, Soenens, & Lens, 2004;Wilson & Rodgers, 2004).…”