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Cited by 163Motivation and Self-Concept in SportsBullying, Victimization, and AggressionPhysical Education and Pedagogy

Relationships between perceived teachers' controlling behaviour, psychological need thwarting, anger and bullying behaviour in high‐school students

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Hein, Vello, Koka, Andre, Hagger, Martin S.·2015·Journal of Adolescence
DOI 10.1016/j.adolescence.2015.04.003
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Abstract

We tested a model of the associations between students' perceptions of their physical education teacher's controlling behaviour, perceptions of basic psychological need thwarting, anger and bullying behaviour. School students (N = 602; M age = 12.88, SD = 1.37) from 10 schools completed measures of perceived teachers' controlling behaviour and perceived thwarting of the psychological needs for autonomy, competence, and relatedness in physical education context and self‐reported bullying and anger. A well‐fitting structural equation model demonstrated that students' perceptions of the negative conditional regard and intimidation exhibited by the teacher had significant indirect effect on students' feelings of anger and bullying behaviour through the perceived psychological need thwarting in physical education. Findings suggest that physical education teachers who avoid the use of negative conditional regard and intimidation in their classes have students who perceive less need thwarting and report less bullying behaviour.

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  • Previous research in educational contexts shows that controlling versus autonomy-supportive teaching styles thwart the three basic psychological needs.

    “Previous research in educational contexts shows that controlling versus autonomy‐supportive teaching styles thwart the three basic psychological needs.”

    From Teachers' motivational prosody: A pre‐registered experimental test of children's reactions to tone of voice used by teachers (2023) · cites this paper as Hein et al., 2015

    The section on controlling teacher behaviours and need thwarting says research, including in education, found detrimental effects of controlling strategies on autonomy, competence, and relatedness. But the ‘Controlling teacher behaviour’ section explicitly says controlling and autonomy-supportive behaviours are independent, not conceptual opposites; the claim’s ‘versus’ framing obscures that distinction. The supplied copy provides section labels but no page numbers. (LLM, conf=0.83)

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  • Need frustration elicits oppositional defiance, which may help explain why need frustration relates to a variety of externalizing problems such as resentment towards authorities, bullying, cheating, aggressive behaviors, and delinquency.

    “Further, the fact that need frustration elicits oppositional defiance may help to explain why need frustration relates to a variety of externalizing problems such as the expression of resentment towards authorities (Aelterman et al. 2016), bullying (Hein et al. 2015), cheating (Kanat-Maymon et al. 2015), aggressive behaviors (Vandenkerckhove et al. 2019a), and delinquency (Van Petegem et al. 2015a”

    From Basic psychological need theory: Advancements, critical themes, and future directions (2020) · cites this paper as Hein et al. 2015

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4 of the 74 references couldn’t be matched to a known paper.

Research works printed but not linked: 2

  1. [18]18. Brislin R. W. (1986). The wording and translation of research instruments. In W. J. Lonner and J. W. Berry (Eds). Field methods in educational research (pp. 137 -164). Newbury Park, CA: Sage.
  2. [59]59. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology: Theory and method 2nd ed., (Vol. 1, pp. 795-849). New Jersey: John Wiley & Sons, Inc.

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Authors
Hein, V., Koka, A., & Hagger, M. S.
Affiliations
  • University of Tartu (EE)
  • Curtin University (AU)
Corresponding author
  • Hein, Vello
  • Koka, Andre
  • Hagger, Martin S.
ORCID
Venue
Journal of Adolescence
Publisher
Wiley
Published
2015-05-18
Volume
42
Issue
1
Pages
103-114
ISSN
  • 0140-1971 (ISSN-L)
  • 1095-9254
DOI
10.1016/j.adolescence.2015.04.003
OpenAlex
W231545803
Cited by
163
References
74
Citations by year
2026: 3 · 2025: 9 · 2024: 13 · 2023: 18 · 2022: 16 · 2021: 21 · 2020: 17 · 2019: 28 · 2018: 16 · 2017: 11 · 2016: 8 · 2015: 3
FWCI
20.73
Type
journal article
Language
en
Open access
Licence
Locations
  • Journal of Adolescence (publishedVersion)
  • PubMed (publishedVersion)
  • eSpace (Curtin University) (submittedVersion)
  • Griffith Research Online (submittedVersion, cc-by-nc-nd)
Topics
  • Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
  • Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
  • Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
Keywords
basic psychological needs, autonomy, competence, relatedness, anger, bullying, physical education teachers, high school students, intimidation, teacher-student relationship
MeSH terms
Achievement, Adolescent, Anger, Child, Culture, Estonia, Faculty, Female, Humans, Internal-External Control, Male, Models, Psychological, Physical Education and Training, Surveys and Questionnaires, Reinforcement, Psychology, Self Concept, Social Environment, Social Identification, Social Perception, Statistics as Topic, Students, Personal Autonomy, Bullying

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