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Cited by 747Motivation and Self-Concept in SportsPhysical Education and PedagogyPhysical education and sports games research

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 motivation

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Haerens, Leen, Aelterman, Nathalie, Vansteenkiste, Maarten, Soenens, Bart, Van Petegem, Stijn·2015·Psychology of Sport and Exercise
DOI 10.1016/j.psychsport.2014.08.013
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Crossref · 10.1016/j.psychsport.2014.08.013

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  • Common features of PE teacher practice, such as using controlling language or using exercise as punishment, can have immediate and long-term impacts on students' motivation to be active.

    “Common features of PE teacher practice, such as using controlling language (e.g., terms like ‘must’, ‘should’ or ‘have to’ that convey pressure and/or coerce individuals to act in ways that are inconsistent with their sense of self), or using exercise as punishment, can have immediate and long-term impacts on students’ motivation to be active [25–29].”

    From Framework for the design and delivery of organized physical activity sessions for children and adolescents: rationale and description of the ‘SAAFE’ teaching principles (2017) · cites this paper as [27]

    The ‘Autonomy-supportive and controlling teaching’ section identifies controlling language (‘you have to’) and punishments as controlling tactics. The Discussion links perceived controlling teaching to students’ motivation in a PE lesson, but the paper does not specifically examine exercise used as punishment or establish long-term effects; it describes the study as cross-sectional. (LLM, conf=0.88)

    Experimental — accuracy not yet measured

  • Among the direct costs associated with basic psychological need frustration are loss of motivation, disengagement, and experiences of ill-being and distress.

    “Among the direct costs associated with basic psychological need frustration are loss of motivation, disengagement, and experiences of ill-being and distress.”

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

    The Discussion (page not provided) reports that need frustration was associated with amotivation in physical education students, while the Need satisfaction and need frustration section describes it as a vulnerability factor for ill-being and cites links with stress. The claim overstates these associations as direct costs, and this study does not establish disengagement as a direct outcome of need frustration. (LLM, conf=0.85)

    Experimental — accuracy not yet measured

  • Need frustration relates positively to amotivation, controlled motivation, and disengagement, and negatively to autonomous motivation.

    “in the domain of physical education, Haerens et al. (2015) found basic need frustration to relate positively to amotivation, reflecting discouragement and helplessness.Following students throughout an entire school year, Bartholomew et al. (2018) reported that semester-to-semester variation in students' need frustration covaried positively with amotivation and controlled motivation, and negatively”

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

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  1. [21]21. Muth en, L. K., & Muth en, B. O. (1998-2012). Mplus User's guide (7th ed.). Los Angeles, CA: Muth en & Muth en.

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Authors
Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S.
Affiliations
Ghent University (BE)
Corresponding author
Haerens, Leen
ORCID
Venue
Psychology of Sport and Exercise
Publisher
Elsevier BV
Published
2015-03
Volume
16
Pages
26-36
ISSN
1469-0292 (ISSN-L)
DOI
10.1016/j.psychsport.2014.08.013
OpenAlex
W1975126150
Cited by
747
References
49
Citations by year
2026: 60 · 2025: 70 · 2024: 56 · 2023: 68 · 2022: 76 · 2021: 96 · 2020: 136 · 2019: 68 · 2018: 38 · 2017: 38 · 2016: 22 · 2015: 15 · 2013: 1
FWCI
37.09
Type
journal article
Language
en
Open access
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Psychology of sport and exercise (publishedVersion)
  • Dépôt institutionnel de l'Université libre de Bruxelles (Université Libre de Bruxelles) (submittedVersion, other-oa)
  • Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) (submittedVersion)
  • Ghent University Academic Bibliography (Ghent University) (submittedVersion)
  • Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) (submittedVersion, other-oa)
Funders
Flemish Research Foundation (G.0234.10)
Topics
  • Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
  • Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
  • Social Sciences › Psychology › Social Psychology › Physical education and sports games research
Keywords
physical education students, student motivation, need satisfaction, need frustration, autonomous motivation, controlled motivation, amotivation, self-determination theory, high school students, teacher professional development

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