The DOI matches its Crossref record; 18 of the 18 references it cites were found in a registry or an index.
Fostering a Need-Supportive Teaching Style: Intervention Effects on Physical Education Teachers’ Beliefs and Teaching Behaviors
Abstract
The present intervention study examined whether physical education (PE) teachers can learn to make use of autonomy-supportive and structuring teaching strategies. In a sample of 39 teachers (31 men, M = 38.51 ± 10.44 years) and 669 students (424 boys, M = 14.58 ± 1.92 years), we investigated whether a professional development training grounded in self-determination theory led to changes in (a) teachers’ beliefs about the effectiveness and feasibility of autonomy-supportive and structuring strategies and (b) teachers’ in-class reliance on these strategies, as rated by teachers, external observers, and students. The intervention led to positive changes in teachers’ beliefs regarding both autonomy support and structure. As for teachers’ actual teaching behavior, the intervention was successful in increasing autonomy support according to students and external observers, while resulting in positive changes in teacher-reported structure. Implications for professional development and recommendations for future research are discussed.
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Cites
The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior
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REEVE, J. (2009) · Educational Psychologist · doi:10.1080/00461520903028990 · Cited by 1,728 · cited 5×
“An autonomy-supportive style includes the promotion of students’ sense of volition and psychological freedom by identifying, nurturing, and developing their inner motivational resources, that is, their interests, preferences, and personal goals (Reeve, 2009).”
BackgroundInfluentialJang, H., Reeve, J., & Deci, E. L. (2010) · Journal of Educational Psychology · doi:10.1037/a0019682 · Cited by 1,650 · cited 4×
“…of structure, we would not argue that structuring strategies should be left out of interventions aimed at fostering a need-supportive teaching style, as it has been shown that the combination of high autonomy support and high structure represents the most “motivating cocktail” (Jang et al., 2010).”
BackgroundInfluentialA Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy
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Self-citationSierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., & Dochy, F. (2009) · British Journal of Educational Psychology · doi:10.1348/000709908x304398 · Cited by 618
Self-citationReeve, J., Nix, G., & Hamm, D. (2003) · Journal of Educational Psychology · doi:10.1037/0022-0663.95.2.375 · Cited by 520
Cited by
Reeve, 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-citationTeixeira, 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-citationCheon, S. H., Reeve, J., & Vansteenkiste, M. (2020) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.103004 · Cited by 406
Self-citationRyan, R. M., Deci, E. L., & Vansteenkiste, M. (2016) · Developmental Psychopathology · doi:10.1002/9781119125556.devpsy109 · Cited by 299
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Metadata
- Authors
- Aelterman, N., Vansteenkiste, M., Van den Berghe, L., De Meyer, J., & Haerens, L.
- Venue
- Journal of Sport and Exercise Psychology
- Publisher
- Human Kinetics
- Published
- 2014-12
- Volume
- 36
- Issue
- 6
- Pages
- 595-609
- ISSN
- 0895-2779 (ISSN-L)
- 1543-2904
- OpenAlex
- W2147728858
- Cited by
- 222
- References
- 18
- FWCI
- 16.69
- Type
- journal article
- Language
- en
- Open access
- closed
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- Aelterman, N., Vansteenkiste, M., Van den Berghe, L., De Meyer, J., & Haerens, L. (2014). Fostering a Need-Supportive Teaching Style: Intervention Effects on Physical Education Teachers’ Beliefs and Teaching Behaviors. Journal of Sport and Exercise Psychology. https://doi.org/10.1123/jsep.2013-0229
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