A needs‐supportive intervention to help PE teachers enhance students' prosocial behavior and diminish antisocial behavior

By S. Cheon, J. Reeve, Nikos Ntoumanis. 2018

199 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ff164a7f36fefb360a6e8dbf652476cddcdf2151

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In Developmental and Educational Psychology

In Safety Research

In Social Psychology

Citations in the corpus

The development of social and emotional competence at school: An integrated model (2020, background): “Autonomy-support promotes basic psychological need satisfaction and, in turn, prosocial behaviors (e.g., Cheon et al., 2018) and adaptive emotion regulation strategies (Brenning, Soenens, Van Petegem, & Vansteenkiste, 2015).”
Expanding Autonomy Psychological Need States From Two (Satisfaction, Frustration) to Three (Dissatisfaction): A Classroom-Based Intervention Study (2019, methodology): “The current ASIP differed from previous ASIPs (e.g., Cheon et al., 2012, 2016, 2018) on this particular autonomy-supportive instructional behavior in that teachers were taught specifically how to vitalize students’ autonomy during instruction rather than how to vitalize students’ psychological…”
Recommending goals and supporting needs: An intervention to help physical education teachers communicate their expectations while supporting students' psychological needs (2019, background): “…our hypothesized links between need satisfaction and frustration with problematic relationships because previous PE investigations had shown that need satisfaction predicts prosocial attitudes and behaviors while need frustration predicts antisocial attitudes and behaviors (Cheon et al., 2018).”
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): “In contrast, controlled forms of motivation were associated with higher levels of antisocial behavior (Cheon et al., 2018), ill-being, such as negative affect in PE students (Ntoumanis, 2005), and antisocial moral attitudes in sport (Ntoumanis & Standage, 2009).”
How teachers can support students’ agentic engagement (2020, unknown): “…2019; Cheon, Reeve, & Song, 2016; Cheon, Reeve, & Song, 2019; Jang, Reeve, & Halusic, 2016) and decreased amotivation, classroom disengagement, antisocial behavior, problematic peer relationships, and emotional exhaustion (Cheon et al., 2016; Cheon et al., 2018; Cheon, Reeve, Yu, & Jang, 2014).”