The DOI matches its Crossref record; 70 of the 74 references it cites were found in a registry or an index.
Relationships between perceived teachers' controlling behaviour, psychological need thwarting, anger and bullying behaviour in high‐school students
Open accessAbstract
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.”
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
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“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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Basic psychological need theory: Advancements, critical themes, and future directions
Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020) · Motivation and Emotion · doi:10.1007/s11031-019-09818-1 · Cited by 1,891
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Metadata
- 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.
- Venue
- Journal of Adolescence
- Publisher
- Wiley
- Published
- 2015-05-18
- Volume
- 42
- Issue
- 1
- Pages
- 103-114
- ISSN
- 0140-1971 (ISSN-L)
- 1095-9254
- 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
- bronze
- doi.org
- 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
- Social Sciences › Education › 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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