Recommending goals and supporting needs: An intervention to help physical education teachers communicate their expectations while supporting students' psychological needs

By S. Cheon, J. Reeve, Yong-Gwan Song. Psychology of Sport And Exercise, 2019

120 citations recorded by the source corpus.

Objective: We expanded a traditional teacher‐focused autonomy‐supportive intervention program (ASIP Only) to design and implement a new autonomy‐supportive plus intrinsic goals intervention (ASIP + Intrinsic Goals) to determine if student outcomes would be greater than those observed in a traditional ASIP. Design: Experimental, longitudinal. Method: Thirty‐two experienced PE teachers (6 women, 26 men; 26 middle, 6 high school) and their 2313 students were randomly assigned into one of three conditions: an ASIP Only experimental condition, an ASIP + Intrinsic Goals experimental condition, or a no‐intervention control condition. For the data collection, students reported their need satisfaction, need frustration, intrinsic goal pursuits, physical self‐concept, and problematic peer relationships at the beginning, middle, and end of a semester. Results: As expected, students of teachers who participated in the ASIP Only intervention showed gains in all dependent measures, compared to students of teachers in the control condition. The new finding was that students of teachers who participated in the ASIP + Intrinsic Goals intervention showed further gains in all dependent measures, compared to students of teachers in the ASIP Only condition. Conclusion: PE teachers in the new ASIP + Intrinsic Goals intervention generated even greater student benefits than did PE teachers in the traditional ASIP Only intervention. HighlightsWe implemented an Autonomy‐Supportive Intervention for PE Teachers (ASIP Only).We also implemented an Autonomy‐Supportive plus Intrinsic Goals Intervention (ASIP + Intrinsic Goals).For students of teachers in ASIP Only, all outcomes improved (vs. control).For students of teachers in ASIP + Intrinsic Goals, all outcomes improved even further (vs. ASIP Only).

Subfields: Applied Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/73c351d30c17975e8a29d34f8357a9c3723b4c8f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Applied Psychology

1. J. Reeve
2. S. Cheon
3. Maarten Vansteenkiste
4. Richard M. Ryan
5. Edward L. Deci
6. Bart Soenens
7. Nikos Ntoumanis
8. Hyungshim Jang

In Safety Research

1. S. Cheon
2. J. Reeve
3. Maarten Vansteenkiste
4. Hyungshim Jang
5. Nikos Ntoumanis
6. Bart Soenens
7. Richard M. Ryan
8. Nathalie Aelterman

In Social Psychology

1. J. Reeve
2. S. Cheon
3. Maarten Vansteenkiste
4. Richard M. Ryan
5. Bart Soenens
6. Hyungshim Jang
7. Nikos Ntoumanis
8. Edward L. Deci

Citations in the corpus

• When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students (2020, background): “Students were expected to benefit because teacher-provided autonomy support promotes their autonomy need satisfaction, teacher-provided structure promotes their competence need satisfaction, and structure infused with autonomy support promotes psychological need satisfaction more generally (Aelterma”