1. Antecedents of primary school teachers’ need-supportive and need-thwarting styles in physical education
- Author
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Leen Haerens, Damien Tessier, Philippe Sarrazin, Géraldine Escriva-Boulley, Laboratoire Interuniversitaire des Sciences de l'Education et de la Communication (LISEC), Université de Strasbourg (UNISTRA)-Université de Lorraine (UL)-Université de Haute-Alsace (UHA) Mulhouse - Colmar (Université de Haute-Alsace (UHA)), Université Grenoble Alpes - UFR Activités Physiques et Sportives (UGA UFR APS), and Université Grenoble Alpes (UGA)
- Subjects
entity theory ,teachers' motivation ,self-determination theory ,[SHS.EDU]Humanities and Social Sciences/Education ,[SHS.PSY]Humanities and Social Sciences/Psychology ,Physical Therapy, Sports Therapy and Rehabilitation ,Education ,Style (sociolinguistics) ,Physical education ,03 medical and health sciences ,School teachers ,Controlling teaching ,0302 clinical medicine ,teaching style ,Mathematics education ,Orthopedics and Sports Medicine ,Self-determination theory ,Sciences de l'Homme et Société/Education ,students' engagement ,4. Education ,05 social sciences ,050301 education ,030229 sport sciences ,Sciences de l'Homme et Société/Psychologie ,Psychology ,0503 education - Abstract
It is widely acknowledged that teachers’ (de)motivating style (what they say, do and how they act) affects students’ learning. Understanding what leads teachers to adopt a (de)motivating style is necessary to develop effective training programmes. The current study aimed to identify antecedents of teachers’ motivating (i.e. need-supportive) and demotivating (i.e. need-thwarting) styles by (a) examining the relationships between five types of pressures and these styles and (b) investigating the mediating role of motivation. A total of 509 generalist primary school teachers completed a questionnaire about their perceived styles, perceived pressures from above (i.e. time constraints, pressure to display authority), below (i.e. perceptions of students’ disengagement) and within (i.e. beliefs about the effectiveness of rewards, and the adherence to entity theory), and their autonomous and controlled motivations to teach physical education. Structural equation modelling showed that a need-supportive style was negatively predicted by students’ disengagement and teachers’ adherence to entity theory, and this relation was fully mediated by autonomous motivation. A need-thwarting style was positively predicted by pressure to display authority and beliefs about the effectiveness of rewards. Results showed that when pressures from below and from within are reduced, teachers adopt a more need-supportive style, because they are more likely to enjoy and value teaching. Conversely, when pressures from above and from within are prevalent, teachers are more likely to adopt a need-thwarting style. This study identified the pressures to be targeted when developing interventions which aim to modify teachers’ (de)motivating styles which in turn could impact students’ motivation and behaviours.
- Published
- 2021
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