The role of teachers’ controlling behaviour in physical education on adolescents’ health-related quality of life: test of a conditional process model*
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Students’ health-related quality of life (HRQoL) may depend on the extent to which the school environment fostered by their teacher is perceived as autonomy-supportive. We tested a conditional process model in a physical education context in which students’ perception of their teachers’ autonomy-supportive behaviour moderated the relationship between perceived controlling behaviour and HRQoL via need frustration. School students (N = 1042) completed self-report measures of perceived teachers’ autonomy support, perceived controlling behaviour, need frustration, and HRQoL. As predicted, the effect of perceived teachers’ controlling behaviour on HRQoL was mediated by need frustration. Perceived autonomy support did not moderate this indirect effect. Specifically, higher levels of autonomy support did not attenuate the indirect effect of perceived controlling behaviour on HRQoL through need frustration. Findings highlight the importance of minimizing controlling behaviour, rather than an exclusive focus on enhancing autonomy-supportive behaviour, to enhance students’ HRQoL.
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Until recently indices of physical health and health-related quality of life have mainly been studied as outcomes.
“In fact, until recently indices of physical health and health-related quality of life have mainly been studied as outcomes (e.g., Ng et al. 2012;Legate et al. 2017;Tilga et al. 2019).”
From Basic psychological need theory: Advancements, critical themes, and future directions (2020) · cites this paper as Tilga et al. 2019
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RELATIONSHIPS BETWEEN PERCEIVED TEACHER’S AUTONOMY SUPPORT, EFFORT AND PHYSICAL SELF-ESTEEM
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Research works printed but not linked: 1
- Sheldon, K. M., Elliot, A. J., Kim, Y., & Kasser, T. (2001). What's satisfying about satisfying events? Comparing ten candidate psychological needs. Journal of Personality and Social Psychology, 80, 325-339.
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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 · see citing works
- Authors
- Tilga, H., Hein, V., Koka, A., Hamilton, K., & Hagger, M. S.
- Affiliations
- University of Tartu (EE)
- Griffith University (AU)
- Curtin University (AU)
- Corresponding author
- Tilga, Henri
- Venue
- Educational Psychology
- Publisher
- Informa UK Limited
- Published
- 2019-01-18
- Volume
- 39
- Issue
- 7
- Pages
- 862-880
- ISSN
- 0144-3410 (ISSN-L)
- 1469-5820
- OpenAlex
- W2910475509
- Cited by
- 99
- References
- 75
- Citations by year
- 2026: 1 · 2025: 5 · 2024: 6 · 2023: 8 · 2022: 6 · 2021: 10 · 2020: 56 · 2019: 6 · 2018: 1
- FWCI
- 24.47
- Type
- journal article
- Language
- en
- Open access
- green
- urn.fi
- Locations
- Educational Psychology (publishedVersion)
- Jyväskylä University Digital Archive (University of Jyväskylä) (submittedVersion)
- Griffith Research Online (submittedVersion)
- eSpace (Curtin University) (submittedVersion)
- 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
- teacher autonomy support, health-related quality of life, adolescents, need frustration, perceived autonomy support, physical education, school environment, conditional process model
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