See the forest by looking at the trees. Physical education teachers' interpersonal style profiles and students' engagement.

Autor/inn/en	Leo, Francisco M.; Pulido, Juan José; Sánchez-Oliva, David; López-Gajardo, Miguel Ángel; Mouratidis, Athanasios
Titel	See the forest by looking at the trees. Physical education teachers' interpersonal style profiles and students' engagement. Gefälligkeitsübersetzung: Sehen Sie den Wald, indem Sie die Bäume betrachten. Die zwischenmenschlichen Stilprofile der Sportlehrer und das Engagement der Schüler.
Quelle	In: European physical education review, 28 (2022) 3, S. 720-738Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1356-336X; 1741-2749
DOI	10.1177/1356336X221075501
Schlagwörter	Clusteranalyse; Fragebogen; Varianzanalyse; Selbstbestimmung; Verhalten; Wahrnehmungspsychologie; Lehrer; Spanien; Verhalten; Schulsport; Sportunterricht; Wahrnehmungspsychologie; Stil; Fragebogen; Sportpädagogik; Selbstbestimmung; Varianzanalyse; Lehrer; Lehrerausbildung; Lehrer-Schüler-Relation; Unterrichtsgestaltung; Stil; Schulsport; Sportpädagogik; Sportunterricht; Altersabhängigkeit; Spanien
Abstract	On the basis of self-determination theory, we aimed to identify students' perceptions of interpersonal teaching style profiles (i.e. within-teacher combinations of six dimensions of need-supportive and need-thwarting behaviours of autonomy, competence and relatedness) and to examine, through a cross-sectional design, the possible associations between these teaching profiles and students' behavioural and emotional engagement. Participants were 2065 students (nteachers = 38) of Physical Education (PE) (Mage = 11.96 +/- 1.95; range = 10-16 years; 1042 girls) nested in 98 classrooms from elementary (n = 915) and secondary (n = 1150) Spanish schools. Students filled out questionnaires in a paper and pencil format during the last semester of the school year. A four-cluster solution was found to be the most suitable: (a) a high-low group (i.e. high in perceived need-support and low in need-thwarting), (b) a low-high group (i.e. low in perceived need-support and relatively high in need-thwarting), (c) a low-low group (i.e. low in both need-support and need-thwarting) and (d) a mixed group (i.e. low in autonomy support, high in autonomy-thwarting and relatively modest-to-high in competence and relatedness support and thwarting). A multivariate analysis of variance (MANOVA) indicated significant differences in students' behavioural and emotional engagement as a function of cluster membership. Post hoc comparisons showed that the high-low group reported the highest levels of engagement and the low-high group the lowest ones. Furthermore, the mixed group scored the second highest level of engagement - higher than the low-low and the low-high group. These results suggest that teachers who fail to support students' needs for autonomy, competence and relatedness - either by using or not using need-thwarting instructional practices - might undermine students' engagement. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2023/1