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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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“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]
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“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
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“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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Metadata
- Authors
- Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S.
- Affiliations
- Ghent University (BE)
- Corresponding author
- Haerens, Leen
- Venue
- Psychology of Sport and Exercise
- Publisher
- Elsevier BV
- Published
- 2015-03
- Volume
- 16
- Pages
- 26-36
- ISSN
- 1469-0292 (ISSN-L)
- 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
- FWCI
- 37.09
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- 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
- Social Sciences › Education › Physical Education and Pedagogy
- Social Sciences › Education › 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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