Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter?

By L. Van den Berghe, Bart Soenens, Maarten Vansteenkiste, Nathalie Aelterman, Greet Cardon, Isabel B Tallir, L. Haerens. 2013

165 citations recorded by the source corpus.

Subfields: Applied Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/26166c95746ba37e22defa85c9743c93a7a99513

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In Safety Research

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Citations in the corpus

Does observed controlling teaching behavior relate to students’ motivation in physical education? (2014, methodology): “Recent work by Van den Berghe et al. (2013) suggests that observed autonomy-supportive and autonomy-thwarting (i.e., controlling) behaviors are only modestly negatively related.”
Giving and receiving autonomy support in a high-stakes sport context: A field-based experiment during the 2012 London Paralympic Games☆ (2015, unknown): “…of both the coacheathlete relationship and to the athletes' motivation, engagement, and performance (Bartholomew, Ntoumanis, Ryan, & Thøgersen-Ntoumani, 2011; Blanchard, Amiot, Perreault, Vallerand, & Provencher, 2009; Pelletier, Fortier, Vallerand, & Bri ere, 2001; Van den Berghe et al., 2013).”
The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation (2014, background): “…their pre-service and in-service training experiences (Su and Reeve 2011; Woolfolk and Hoy 1990), administrative supports versus pressures (Pelletier and Sharp 2009), their own personality disposition (Van den Berghe et al. 2013), and the culture in which they live and teach (Downie et al. 2004).”
Motivational processes in Sport Education programs among high school students (2018, unknown): “Future investigations using SDT should include psychological need thwarting and need frustration in PE to examine how Sport Education may influence these negative motivational constructs (Van den Berghe et al., 2013).”
Changing teachers' beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training (2016, background): “In the case of PE teachers, many factors, including teachers' personality dispositions (Van den Berghe et al., 2013), the social context inwhich they teach (Taylor, Ntoumanis,& Smith, 2009), the characteristics of their students (Pelletier, Sequin-Levesque, & Legault, 2002) and the motivational…”
Perceived teachers’ behavior and students’ engagement in physical education: the mediating role of basic psychological needs and self-determined motivation (2020, background): “Most studies have exclusively focused on the ‘bright side’ of motivational processes – the relations between need-supportive teaching behavior, needs satisfaction, and desired motivational outcomes (Haerens et al. 2015; Reeve 2013; Taylor and Ntoumanis 2007; Van den Berghe et al. 2013; Van den Bergh”
Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours (2020, methodology): “These findings are in line with earlier findings of De Meyer et al. (2014) and Van den Berghe et al. (2013) who found that demotivating teaching behaviours are particularly harmful for students, despite their low occurrence, as one negative experience can have a more severe impact than a positive…”
Personality-based antecedents of teachers’ autonomy-supportive and controlling motivating styles (2018, background): “…the controlling motivating style, and there is support in the literature for this prediction as teachers' control orientation has been shown to correlate with raters' scoring of their in-class controlling instructional behavior, such as demanding respect and yelling (Van den Berghe et al., 2013).”
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, unknown): “A number of studies in primary and secondary education, both among teachers (Katz and Shahar 2015; Pelle-tier et al. 2002; Taylor et al. 2008; Van den Berghe et al. 2013a) and students (Lam et al. 2009; Roth et al. 2007), confirmed that teachers’ autonomous motivation to teach predicts their…”
Teachers become more autonomy supportive after they believe it is easy to do (2016, unknown): “…their own psychological needs are satisfied vs. thwarted during teaching (Taylor, Ntoumanis, & Standage, 2008), personality dispositions (Van den Berghe et al., 2013), the culture in which they live and teach (Downie, Koestner, ElGeledi, & Cree, 2004), and the beliefs they hold about…”
Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach (2019, background): “As a result, a great deal of attention has been devoted to what the critical components of such a motivating style exactly are (Reeve, 2009) and what teachers do when they rely on demotivating practices (e.g., Van den Berghe et al., 2013).”