The DOI matches its Crossref record; 49 of the 49 references it cites were found in a registry or an index.
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
Open accessOverview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“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]
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
In the citing paper
“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
Experimental — accuracy not yet measuredThe cited source says what the claim attributes to it.
In the citing paper
“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)
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Hu, L., & Bentler, P. M. (1999) · Structural Equation Modeling A Multidisciplinary Journal · doi:10.1080/10705519909540118 · Cited by 108,788
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 54,599
Principles and Practice of Structural Equation Modeling
Tabri, N., & Elliott, C. M. (2012) · Canadian Graduate Journal of Sociology and Criminology · doi:10.15353/cgjsc.v1i1.3787 · Cited by 39,094
(1998) · Cited by 36,049
The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior
Deci, E. L., & Ryan, R. M. (2000) · Psychological Inquiry · doi:10.1207/s15327965pli1104_01 · Cited by 34,210
To parcel or not to parcel: Exploring the question, weighing the merits
Little, T. D., Cunningham, W. A., Shahar, G., & Widaman, K. F. (2002) · Structural Equation Modeling: A Multidisciplinary Journal · doi:10.1207/s15328007sem0902_1 · Cited by 6,552
Skinner, E. A., & Belmont, M. J. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.4.571 · Cited by 3,428
Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory.
Ryan, R. M. (1982) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.43.3.450 · Cited by 2,721
Basic psychological need satisfaction, need frustration, and need strength across four cultures
Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., Duriez, B., Lens, W., Matos, L., Mouratidis, A., et al. (2015) · Motivation and Emotion · doi:10.1007/s11031-014-9450-1 · Cited by 2,507
Self-citationHayes, A. F., & Scharkow, M. (2013) · Psychological Science · doi:10.1177/0956797613480187 · Cited by 2,438
Vansteenkiste, M., & Ryan, R. M. (2013) · Journal of Psychotherapy Integration · doi:10.1037/a0032359 · Cited by 2,170
Self-citationREEVE, J. (2009) · Educational Psychologist · doi:10.1080/00461520903028990 · Cited by 1,728
What teachers say and do to support students' autonomy during a learning activity.
Reeve, J., & Jang, H. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.1.209 · Cited by 1,583
The Darker and Brighter Sides of Human Existence: Basic Psychological Needs as a Unifying Concept
Ryan, R. M., & Deci, E. L. (2000) · Psychological Inquiry · doi:10.1207/s15327965pli1104_03 · Cited by 1,344
Soenens, B., & Vansteenkiste, M. (2010) · Developmental Review · doi:10.1016/j.dr.2009.11.001 · Cited by 1,161
Self-citationBartholomew, K. J., Ntoumanis, N., Ryan, R. M., Bosch, J. A., & Thøgersen-Ntoumani, C. (2011) · Personality and Social Psychology Bulletin · doi:10.1177/0146167211413125 · Cited by 1,064 · cited 20×
“Thøgersen-Ntoumani, 2011; Stebbings et al., 2012), work (Gillet et al., 2012), and health (Verstuyf et al., 2013), we had hypothesized that perceived controlling teaching behaviors, rather than the mere lack of perceived autonomy support, would be related most strongly to need frustration, which in turn would be relat…”
BackgroundResultInfluentialA self-determination approach to the understanding of motivation in physical education
Ntoumanis, N. (2001) · British Journal of Educational Psychology · doi:10.1348/000709901158497 · Cited by 1,031
A Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy
Su, Y.-L., & Reeve, J. (2011) · Educational Psychology Review · doi:10.1007/s10648-010-9142-7 · Cited by 924
Alternative methods for assessing mediation in multilevel data: The advantages of multilevel SEM
Preacher, K. J., Zhang, Z., & Zyphur, M. J. (2011) · Structural Equation Modeling: A Multidisciplinary Journal · doi:10.1080/10705511.2011.557329 · Cited by 889
Vansteenkiste, M., Niemiec, C. P., & Soenens, B. (2010) · Advances in Motivation and Achievement · doi:10.1108/s0749-7423(2010)000016a007 · Cited by 864
Self-citationPsychological Need Thwarting in the Sport Context: Assessing the Darker Side of Athletic Experience
Bartholomew, K. J., Ntoumanis, N., Ryan, R. M., & Thøgersen‐Ntoumani, C. (2011) · Journal of Sport and Exercise Psychology · doi:10.1123/jsep.33.1.75 · Cited by 847
Ntoumanis, N. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.3.444 · Cited by 833
Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009) · Journal of Educational Psychology · doi:10.1037/a0014241 · Cited by 713
Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005) · Learning and Instruction · doi:10.1016/j.learninstruc.2005.07.008 · Cited by 611
Jang, H., Kim, E. J., & Reeve, J. (2012) · Journal of Educational Psychology · doi:10.1037/a0028089 · Cited by 569
Psychologically controlling teaching: Examining outcomes, antecedents, and mediators.
Soenens, B., Sierens, E., Vansteenkiste, M., Dochy, F. J. R. C., & Goossens, L. (2011) · Journal of Educational Psychology · doi:10.1037/a0025742 · Cited by 466
Self-citationRyan, R. M., Lynch, M. F., Vansteenkiste, M., & Deci, E. L. (2011) · The Counseling Psychologist · doi:10.1177/0011000009359313 · Cited by 429
Self-citationResearch on self-determination in physical education: key findings and proposals for future research
den Berghe, L. V., Vansteenkiste, M., Cardon, G., Kirk, D., & Haerens, L. L. (2012) · Physical Education and Sport Pedagogy · doi:10.1080/17408989.2012.732563 · Cited by 345
Self-citationTaylor, I. M., Ntoumanis, N., Standage, M., & Spray, C. M. (2010) · Journal of Sport and Exercise Psychology · doi:10.1123/jsep.32.1.99 · Cited by 334
Assor, A., Vansteenkiste, M., & Kaplan, A. (2009) · Journal of Educational Psychology · doi:10.1037/a0014236 · Cited by 329
Self-citationThe Impact of Organizational Factors on Psychological Needs and Their Relations with Well-Being
Gillet, N., Fouquereau, E., Forest, J., Brunault, P., & Colombat, P. (2011) · Journal of Business and Psychology · doi:10.1007/s10869-011-9253-2 · Cited by 312
Haerens, L. L., Kirk, D., Cardon, G., Bourdeaudhuij, I. D., & Vansteenkiste, M. (2010) · European Physical Education Review · doi:10.1177/1356336x10381304 · Cited by 305
Self-citationReeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S. H., Jang, H., Kaplan, H., Moss, J. D., Olaussen, B. S., & Wang, J. (2013) · Motivation and Emotion · doi:10.1007/s11031-013-9367-0 · Cited by 291
Self-citationVan Petegem, S., Soenens, B., Vansteenkiste, M., & Beyers, W. (2015) · Child Development · doi:10.1111/cdev.12355 · Cited by 264
Self-citationDoes observed controlling teaching behavior relate to students’ motivation in physical education?
De Meyer, J., Tallir, I. B., Soenens, B., Vansteenkiste, M., Aelterman, N., Van den Berghe, L., Speleers, L., & Haerens, L. (2014) · Journal of Educational Psychology · doi:10.1037/a0034399 · Cited by 261
Self-citationMotivation in physical education classes
Ntoumanis, N., & Standage, M. (2009) · Theory and Research in Education · doi:10.1177/1477878509104324 · Cited by 257
Stebbings, J., Taylor, I. M., Spray, C. M., & Ntoumanis, N. (2012) · Journal of Sport and Exercise Psychology · doi:10.1123/jsep.34.4.481 · Cited by 237
Aelterman, N., Vansteenkiste, M., Keer, H. V., den Berghe, L. V., Meyer, J. D., & Haerens, L. L. (2012) · Journal of Sport and Exercise Psychology · doi:10.1123/jsep.34.4.457 · Cited by 211
Self-citationCerin, E., & MacKinnon, D. P. (2009) · Public Health Nutrition · doi:10.1017/s1368980008003649 · Cited by 210
Vansteenkiste, M., Soenens, B., Van Petegem, S., & Duriez, B. (2014) · Developmental Psychology · doi:10.1037/a0032972 · Cited by 173
Self-citationMouratidis, A. A., Vansteenkiste, M., Sideridis, G., & Lens, W. (2011) · Journal of Educational Psychology · doi:10.1037/a0022773 · Cited by 169
Self-citationVan den Berghe, L., Soenens, B., Vansteenkiste, M., Aelterman, N., Cardon, G., Tallir, I. B., & Haerens, L. (2013) · Psychology of Sport and Exercise · doi:10.1016/j.psychsport.2013.04.006 · Cited by 161
Self-citationThe Effects of Choice on the Motivation of Adolescent Girls in Physical Education
Prusak, K. A., Treasure, D. C., Darst, P. W., & Pangrazi, R. P. (2004) · Journal of Teaching in Physical Education · doi:10.1123/jtpe.23.1.19 · Cited by 141
Silva, M. N., Markland, D. A., Vieira, P. N., Coutinho, S. R., Carraça, E. V., Palmeira, A. L., Minderico, C. S., de Matos, M. G., Sardinha, L. B., & Teixeira, P. J. (2010) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2010.06.011 · Cited by 140
Filak, V. F., & Sheldon, K. M. (2008) · Educational Psychology · doi:10.1080/01443410802337794 · Cited by 130
Verstuyf, J., Vansteenkiste, M., Soenens, B., Boone, L., & Mouratidis, A. (2013) · Journal of Social and Clinical Psychology · doi:10.1521/jscp.2013.32.3.335 · Cited by 112
Self-citationStandage, M., Duda, J. L., & Pensgaard, A. M. (2005) · Motivation and Emotion · doi:10.1007/s11031-005-4415-z · Cited by 104
Spaulding, C. L. (1991) · Cited by 98
Ryan, R. M., Vansteenkiste, M., & Lynch, M. (2011) · Research Bank (Australian Catholic University) · Cited by 28
Self-citation
Research works printed but not linked: 1
- Chen, 2014, Psychological need satisfaction and desire for need satisfaction across four cultures, Motivation and Emotion
Cited by
Sorted by citations
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
Self-citationReeve, J., & Cheon, S. H. (2021) · Educational Psychologist · doi:10.1080/00461520.2020.1862657 · Cited by 766
Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R. J., & Reeve, J. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000293 · Cited by 614
Self-citationJang, H., Kim, E. J., & Reeve, J. (2016) · Learning and Instruction · doi:10.1016/j.learninstruc.2016.01.002 · Cited by 738
Teixeira, P. J., Marques, M. M., Silva, M. N., Brunet, J., Duda, J. L., Haerens, L., La Guardia, J., Lindwall, M., Lonsdale, C., Markland, D., et al. (2020) · Motivation Science · doi:10.1037/mot0000172 · Cited by 528
Self-citation
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 ›
Are you an author, or do you see a problem with this page? Request a review
