Relationships between perceived teachers' controlling behaviour, psychological need thwarting, anger and bullying behaviour in high‐school students

Abstract

We tested a model of the associations between students' perceptions of their physical education teacher's controlling behaviour, perceptions of basic psychological need thwarting, anger and bullying behaviour. School students (N = 602; M age = 12.88, SD = 1.37) from 10 schools completed measures of perceived teachers' controlling behaviour and perceived thwarting of the psychological needs for autonomy, competence, and relatedness in physical education context and self-reported bullying and anger. A well-fitting structural equation model demonstrated that students' perceptions of the negative conditional regard and intimidation exhibited by the teacher had significant indirect effect on students' feelings of anger and bullying behaviour through the perceived psychological need thwarting in physical education. Findings suggest that physical education teachers who avoid the use of negative conditional regard and intimidation in their classes have students who perceive less need thwarting and report less bullying behaviour.

Autonomy in face of school authority, bullying and school performance

“…However, this form of action against the rules may make it difficult to think about what generates violence. Thus, if authority is practiced in these situations, educational activities such as debates, information and awareness to suffering could be raised (Adorno et al, 1950;Hein et al, 2015;Roth et al, 2010).…”

“…CROCHIK or hierarchy; some teachers, in turn, claim that they are not prepared to curb indiscipline and they have to use coercion. To verify the effects of coercion on the violent behavior of students, Hein et al (2015) conducted a study with adolescent students and found that the perception they had of control exercised by their teachers was associated with bullying, that is, the more they perceived control, the angrier they were, which was also evaluated, and bullying, which indicates that coercion of authority does not shy away from this type of violence, indicating, in addition, the strengthening of heteronomy.…”

“…Bullying is considered a specific form of school violence which, according to Roth et al (2010), Caravita and Cillessen (2012), Garandeau, Lee, and Salmivalli (2013), Ahn, Garandeau, and Rodkin (2010), Forlim, Stelko-Pereira, and Williams (2014), and Hein, Koka, and Hagger (2015), can be defined as a student being repeatedly subjected to various forms of aggression-physical, psychological and social violence-by a group or person with more power than him. This power can be associated with personal factors or characteristics of school classes, including school hierarchies, due to the popularity of the bullies and unpopularity of those who are the targets of aggression and do not to react to aggression (Antunes & Zuin, 2008;Crochík, 2012;Fante, 2005;Farisa & Felmleeb, 2014;Garandeau et al, 2013).…”

“…For this scale and the other one, no psychometric indicators were presented because, in both cases, the appointments and self-appointments were not related to items concerning opinions or attitudes; in the studies cited here, related to these two scales, these data are rarely available; this only occurred when there was more than one question to measure the appointment. The Bullying Verification Scale (Scale B) was developed to obtain data on self-observations of bullying, as carried out by Hein et al (2015), Roth et al (2010), and Salmivalli, Kärnä, and Poskiparta (2011) about participants being the bullies and/or victims. In these two situations, there are questions as to whether the participant offended/was the victim of the following nine forms of aggression at school: insults, nicknames, threats, physical assault, rumors, exclusion/rejection, destroying school material, taking money without permission, touching without consent; after each set of questions the student was asked if: 1 -acts of aggression were committed/suffered by a group or someone stronger; and 2 -if the same student was always the target; when the answer was yes to both questions, the participant was considered the bully and/or victim of bullying, noting that the latter is defined by repeated action on the same target by someone with more power, as discussed in the introduction.…”

Diseño y validación de una escala para medir el estilo controlador del estudiante de Educación Superior

“…En el ámbito educativo, el trabajo de Abós, Sevil, Sanz, Aibar y García-González (2016) indica que la falta de apoyo a la autonomía generada por el docente puede desencadenar en el estudiante conductas desinteresadas e indisciplinadas, probablemente generadas por la falta de iniciativa personal. Estos aspectos repercuten también en la disminución del procesamiento conceptual y creativo del estudiante (Grolnick y Ryan, 1987;Utman, 1997) así como desmotivación, menor utilización de estrategias meta-cognitivas (Soenens, Sierens, Vansteenkiste, Dochy, y Goossens, 2012), miedo o ansiedad (Hein, Koka, y Hagger, 2015). Por su parte, en el ámbito de la Educación Superior los estudios señalan además el declive del papel activo del estudiante respecto a etapas anteriores, en detrimento de la iniciativa o la creatividad (Martínez, 2004;, por lo que el argumento anterior tomaría aún mayor sentido hacia el reclamo de estudios que profundicen en las necesidades este colectivo educativo.…”