Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of…

By L. Haerens, Nathalie Aelterman, Maarten Vansteenkiste, Bart Soenens, S. Petegem. 2015

711 citations recorded by the source corpus.

Subfields: Applied Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e2ce39ff4f13970adf991288196e19050e970ce6

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Citations in the corpus

Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics (2016, neutral): “Indeed, emerging research among students suggests that need frustration (i.e., pressure, inferiority, and loneliness) may relate more clearly Teachers’ psychological functioning at work 26 with introjected regulation than need satisfaction (e.g., Haerens et al., 2015).”
Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences (2018, background): “The present longitudinal studies extended the small body of work which has explicitly addressed the dynamics involved in controlling teaching (e.g., Assor et al., 2005; De Meyer et al., 2014; Haerens et al., 2015; Soenens et al., 2012) and complements the work of Jang et al.”
Emotion regulation and need satisfaction shape a motivating teaching style (2020, background): “Controlling teaching has serious negative effects on both teachers and students (e.g. Haerens et al., 2015; Hein et al., 2015).”
COVID-19 and Teachers’ Somatic Burden, Stress, and Emotional Exhaustion: Examining the Role of Principal Leadership and Workplace Buoyancy (2021, background): “Indeed, prior research has shown that the absence of one does not automatically denote the presence of the other, and that individuals can engage in both types of practices simultaneously (Haerens et al., 2015).”
Dynamics of need-supportive and need-thwarting teaching behavior: the bidirectional relationship with student engagement and disengagement in the beginning of a lesson (2016, methodology): “The Ethical Committee of Ghent University approved the larger research project, of which the present study was part of (Van den Berghe et al. 2013; Haerens et al. 2015).”
Different combinations of perceived autonomy support and control: identifying the most optimal motivating style (2018, methodology): “Perceived autonomy-supportive and controlling teaching behaviors Similar to previous studies (e.g. Haerens et al. 2015) with secondary school students, perceptions of autonomy support and controlling teaching were measured by means of items from the Teacher As Social Context Questionnaire (TASCQ;…”
Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators. (2017, background): “Here, Haerens et al. (2015) found that perceptions of PE teachers’ autonomy support were positively associated with a linear composite of all three psychological needs that, in turn, correlated positively with integrated forms of motivation.”
Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model (2016, background): “To explain both optimal and non-optimal functioning, selfdetermination theorists now highlight two differentiated explanatory processes (Haerens et al., 2015; Ryan & Deci, 2000b; Vansteenkiste & Ryan, 2013).”
Daily Autonomy Supporting or Thwarting and Students’ Motivation and Engagement in the High School Science Classroom (2017, background): “…for autonomy is associated with poorer well-being and less desirable forms of motivation that are focused on acquiring rewards or avoiding undesirable consequences (e.g., Bartholomew, Ntoumanis, Ryan, Bosch, & Thøgersen-Ntoumani, 2011; Haerens et al., 2015; Patall et al., 2013; Reeve & Jang, 2006).”
Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach (2019, methodology): “, 2011; Ryan & Deci, 2017; Vansteenkiste & Ryan, 2013) and empirical demonstration (Haerens et al., 2015; Jang et al., 2016) of a dual process model, which suggest that teacher autonomy support and control may constitute a ‘bright’ and ‘dark’ pathway to students’ optimal functioning (Haerens et al.”
Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization (2018, background): “…extent these psychological needs get frustrated, learners may become reactant (Brehm, 1966), thereby, bluntly defying the assigned learning tasks (Haerens et al., 2015) or purposefully transgressing introduced behavioral guidelines and regulations (Vansteenkiste & Ryan, 2013; Van Petegem et al.,…”
Perceived teachers’ behavior and students’ engagement in physical education: the mediating role of basic psychological needs and self-determined motivation (2020, methodology): “…evidence which showed that (a) perceived autonomy-supportive teaching style predicts positively need satisfaction (e.g. Amoura et al. 2015; Haerens et al. 2015; Sánchez-Oliva et al. 2014; Standage, Duda, and Ntoumanis 2005) and negatively need frustration (Behzadnia et al. 2018; Haerens…”