Different combinations of perceived autonomy support and control: identifying the most optimal motivating style

By L. Haerens, Maarten Vansteenkiste, A. D. Meester, Jochen Delrue, Isabel B Tallir, G. V. Broek, W. Goris, Nathalie Aelterman. 2018

190 citations recorded by the source corpus.

Subfields: Applied Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/bf69cb6c7362b979dd302c62f781f11a26395e14

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In Applied Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Associations between students' perceptions of physical education teachers' interpersonal styles and students' wellness, knowledge, performance, and intentions to persist at physical activity: A self‐determination theory approach (2018, background): “, 2011) and in secondary school PE classes (Haerens et al., 2015; Haerens et al., 2017; Jang, Kim, et al., 2016).”
Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach (2019, background): “Past research (see Matosic & Cox, 2014; Haerens et al., 2018; Vansteenkiste et al., 2012) has identified such profiles using the overarching teaching styles.”
Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout (2020, background): “Although considerable research has dealt with the positive effects of autonomy-supportive or structuring styles and the negative consequences of controlling or chaotic styles (e.g., Diseth, Breidablik, & Meland, 2018; Haerens et al., 2018; Mo e, Katz, & Alesi, 2018; Mouratidis, Michou, Aelterman, Ha”
Interventions to support autonomy, competence, and relatedness needs in organizations: A systematic review with recommendations for research and practice (2021, background): “Evidence suggests need-thwarting and need-supporting approaches comprise related, yet distinct constructs (Haerens et al., 2018), and may be complementary.”
Need satisfaction and need frustration as distinct and potentially co-occurring constructs: Need profiles examined in physical education and sport (2019, background): “On the other hand, if the constructs are not distinct and instead fall along a single continuum, then a limited number of profiles should emerge since individuals could not perceive need satisfaction and frustration to be simultaneously high or low (Haerens et al. 2018; Vansteenkiste et al. 2009).”