Do the benefits from autonomy-supportive PE teacher training programs endure?: A one-year follow-up investigation

By S. Cheon, J. Reeve. 2013

205 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6ffd25e5a7e79a2db76f8523cf6e3107a124b25e

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In Developmental and Educational Psychology

In Safety Research

In Social Psychology

Citations in the corpus

A needs‐supportive intervention to help PE teachers enhance students' prosocial behavior and diminish antisocial behavior (2018, methodology): “The TCQ includes items such as, “My PE teacher puts a lot of pressure on me”, and it has been used successfully in previous studies in the PE context to assess controlling teaching and to predict need frustration (Cheon & Reeve, 2013; Cheon et al., 2016).”
A classroom-based intervention to help teachers decrease students' amotivation (2015, unknown): “…instructional strategies, and how-to skills they need to become more autonomy-supportive and less controlling during instruction (Chatzisarantis & Hagger, 2009; Cheon & Reeve, 2013; Cheon et al., 2012; deCharms, 1976; Reeve, Jang, Carrell, Jeon, & Barch, 2004; Tessier, Sarrazin, & Ntoumanis, 2010).”
Expanding Autonomy Psychological Need States From Two (Satisfaction, Frustration) to Three (Dissatisfaction): A Classroom-Based Intervention Study (2019, methodology): “…need satisfaction in the PE context and to predict measures of student engagement (Cox & Williams, 2008; Taylor & Lonsdale, 2010; Taylor, Ntoumanis, Standage, & Spray, 2010), and it has been used specifically for these purposes in the Korean PE context (Cheon & Reeve, 2013; Cheon et al., 2016).”
Teachers become more autonomy supportive after they believe it is easy to do (2016, unknown): “…changes in teachers' autonomy-supportive motivating style tend to be more than just temporary or situationally-induced changes, because follow-up investigations show that these teachers continue to show a highly autonomy-supportive style one year later (Cheon & Reeve, 2013; Reeve et al., 2004).”
Need-Supportive Professional Development in Elementary School Physical Education: Effects of a Cluster-Randomized Control Trial on Teachers’ Motivating Style and Student Physical Activity (2018, result): “3 On the whole, the results are aligned with past literature (e.g., Cheon et al., 2012; 4 Cheon & Reeve, 2013; Tessier et al., 2008, 2010), which showed that SDT-based TPD 5 programs had a positive impact on PE teachers’ autonomy support.”
A New Autonomy-Supportive Way of Teaching That Increases Conceptual Learning: Teaching in Students' Preferred Ways (2016, methodology): “The CTQ has also been widely used in investigations of autonomy support (Cheon & Reeve, 2013), and includes items such as, “The teacher put a lot of pressure on me.””
Giving and receiving autonomy support in a high-stakes sport context: A field-based experiment during the 2012 London Paralympic Games☆ (2015, methodology): “The 3-part ASIP provided to coaches in the experimental condition was based on our previously-utilized 3-part ASIP with physical education (PE) teachers (Cheon & Reeve, 2013, 2015; Cheon et al., 2012, 2014).”
Interventions to support autonomy, competence, and relatedness needs in organizations: A systematic review with recommendations for research and practice (2021, background): “In sport settings, for example, mixedmethods have provided insights into contextual issues that affect the efficacy of the intervention (Mahoney, Ntoumanis, Gucciardi, Mallett, & Stebbings, 2016) and transfer of knowledge (Cheon & Reeve, 2013; Langan, Lonsdale, Blake, & Toner, 2015).”
Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model (2016, methodology): “When I study for this course, I have trouble figuring out what to do to learn the material measure that had been used previously in published research (Cheon & Reeve, 2013; Jang et al., 2012; Reeve, 2013).”