Does Observed Controlling Teaching Behavior Relate to Students' Motivation in Physical Education?

Autor/inn/en	De Meyer, Jotie; Tallir, Isabel B.; Soenens, Bart; Vansteenkiste, Maarten; Aelterman, Nathalie; Van den Berghe, Lynn; Speleers, Lise; Haerens, Leen
Titel	Does Observed Controlling Teaching Behavior Relate to Students' Motivation in Physical Education?
Quelle	In: Journal of Educational Psychology, 106 (2014) 2, S.541-554 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0034399
Schlagwörter	Student Motivation; Teacher Behavior; Power Structure; Video Technology; Secondary School Teachers; Secondary School Students; Observation; Student Attitudes; Correlation; Teaching Styles; Physical Education; Physical Education Teachers; Psychological Needs; Personal Autonomy; Foreign Countries; Questionnaires; Statistical Analysis; Regression (Statistics); Belgium + Suchen Sie Ihr Suchwort? Schulische Motivation; Teacher behaviour; Lehrerverhalten; Sekundarschüler; Beobachtung; Schülerverhalten; Korrelation; Lehrstil; Unterrichtsstil; Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Individuelle Autonomie; Ausland; Fragebogen; Statistische Analyse; Regression; Regressionsanalyse; Belgien
Abstract	Self-determination theory (SDT) has served as a theoretical framework for considerable research on teaching behavior and student motivation. The majority of studies have focused on need-supportive teaching behavior at the expense of need-thwarting teaching behavior (i.e., the "dark side" of teaching). The goal of the present study was to examine motivational dynamics involved in controlling teaching behavior in the context of physical education (PE). The majority of studies on observed teaching behavior were conducted in the laboratory. To augment the ecological validity in the present study, the behavior of PE teachers was videotaped to rate their controlling teaching behavior in a real-life setting. In a sample of 56 teachers and 702 secondary school students, controlling teaching behavior during a specific PE class, as observed by external raters, was related positively to students' perceived controlling teaching behavior and, through these perceptions, to controlled motivation and amotivation. These associations were obtained in spite of the low incidence of controlling teaching behaviors, suggesting that students may be quite sensitive to controlling teaching behaviors. No associations were found between observed controlling behavior and student autonomous motivation and students' perceptions of autonomy-supportive teaching. Practical implications and recommendations for PE teachers' professional development training are included. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01