Autonomy-supportive coaching and self-determined motivation in high school and college athletes: A test of self-determination theory

By A. Amorose, D. Anderson-Butcher. 2007

420 citations recorded by the source corpus.

Subfields: Applied Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d21dc571c15648aad54c40da4bebc5710b4ab6a1

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In Applied Psychology

In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

A review of controlling motivational strategies from a self-determination theory perspective: implications for sports coaches (2009, background): “…Review of Sport and Exercise Psychology 217 Ntoumanis, 2004), and has provided evidence to support the mediational effect of need satisfaction in the relationship between perceived autonomy-supportive coaching behaviours and athletes’ self-determined motivation (Amorose & Anderson-Butcher, 2007).”
A motivational model of performance in the sport domain (2009, result): “However, results from past studies in sport were also inconsistent regarding the relative influence of the three basic needs on self-determined motivation (Amorose & Anderson-Butcher, 2007; Gillet, Rosnet, & Vallerand, in press; Hollembeak & Amorose, 2005; Sarrazin et al., 2002).”
Influence of coaches' autonomy support on athletes' motivation and sport performance: A test of the hierarchical model of intrinsic and extrinsic motivation. (2010, background): “Some studies (e.g., Amorose & Anderson-Butcher, 2007; Conroy & Coatsworth, 2007; Gagn e, Ryan, & Bargmann, 2003; Pelletier, Fortier, Vallerand, & Bri ere, 2001; Pelletier et al., 1995) have examined the motivational impact of athletes' perceptions of their coach's interpersonal style.”
Relationships among Coach Leadership, Peer Leadership, and Adolescent Athletes’ Psychosocial and Team Outcomes: A Test of Transformational Leadership Theory (2013, background): “Second, adolescent females value relationships with coaches and peers (e.g., Amorose & Anderson-Butcher, 2007), which should influence team members’ perceptions of their sport experiences.”
Autonomy-Supportive Pedagogical Approach to Sports Coaching: Research, Challenges and Opportunities (2014, background): “Coach behaviours have been consistently linked with motivational outcomes in athletes [1, 5, 34].”
Conceptualizing and testing a new tripartite measure of coach interpersonal behaviors (2019, background): “…need supportive interpersonal behaviors and athletes’ basic psychological need satisfaction (Adie et al., 2012), self-determined forms of motivation (Amorose & Anderson-Butcher, 2007), and positive outcomes such as well-being (Adie, Duda, & Ntoumanis, 2008), persistence (Pelletier, Fortier,…”
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “Here, activity is an inclusive construct encompassing academics (Connell et al., 1994; National Research Council & Institute of Medicine, 2004), the arts (Ramsing & Sibthorp, 2008), athletics (Amorose & Anderson-Butcher, 2007), and others.”
When change-oriented feedback enhances motivation, well-being and performance: A look at autonomy-supportive feedback in sport (2013, background): “…feelings) have been linked to many positive consequences such as more self-determined motivation, higher selfesteem and greater well-being as reported by athletes (Amorose & Anderson-Butcher, 2007; Gagné, Ryan, & Bargmann, 2003; Quested & Duda, 2010; Reinboth, Duda, & Ntoumanis, 2004).”
The Validity of the Interpersonal Behaviors Questionnaire (IBQ) in Sport (2017, background): “To date, however, most research has focused on autonomy exclusively (e.g., Moreau & Mageau, 2013), and only one study has examined the relationship between athletes’ perceptions of their coaches’ AS, CS, and RS interpersonal behaviors concurrently (Amorose & Anderson-Butcher, 2007).”