Autonomy–Mastery, Supportive or Performance Focused? Different teacher behaviours and pupils' outcomes in physical education

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The role of perceived government style in the facilitation of self-determined and non self-determined motivation for pro-environmental behavior (2010, background): “In another study, Green-Demers, Pelletier, and Menard (1997) not only found that high levels of self-determination were associated with more frequent PEB but also that, as behaviors became increasingly difficult, the relationship between frequency of PEB and self-determination strengthened.”
A cross-cultural analysis of autonomy in education (2009, background): “…countries: Belgium (Soenens et al., 2007), Britain (Ntoumanis, 2005); Canada (Legault et al., 2005), France (Trouilloud et al., 2006); Germany (Levesque et al., 2004), Italy (Szadejko, 2003), Norway (Ommundsen and Kvalo, 2007), and the United, States (Reeve and Jang, 2006; Ryan et al., 2006).”
Motivational Climate and Students’ Emotional Experiences and Effort in Physical Education (2010, methodology): “Based on analysis of existing literature and research (e.g., Ntoumanis, 2001; Ommundsen & Kvalø, 2007; Sarrazin et al., 2002), we combined the dimensions of both selfdetermination and achievement goal theories to study the unique effect of each motivational climate subdimension on enjoyment,…”