How class cohesion and teachers' relatedness supportive/thwarting style relate to students' relatedness, motivation, and positive and negative outcomes in physical education

被引：12

作者：

Leo, Francisco M. ^{[1
]}

Lopez-Gajardo, Miguel A. ^{[2
]}

Rodriguez-Gonzalez, Pablo ^{[3
]}

Pulido, Juan J. ^{[4
]}

Fernandez-Rio, Javier ^{[3
]}

机构：

[1] Univ Extremadura, Fac Formac Profesorado, Dept Didact Expres Mus Plast & Corporal, Av Univ S-N, Caceres 10003, Spain

[2] Univ Extremadura, Fac Ciencias Deporte, Dept Didact Expres Mus Plast & Corporal, Av Univ S-N, Caceres 10003, Spain

[3] Univ Oviedo, Dept Ciencias Educ, Fac Formac Profesorado & Educ, Campus Llamaqu C Aniceto Sela S-N, Oviedo 33005, Spain

[4] Univ Extremadura, Fac Educ, Dept Didact Expres Mus Plast & Corporal, Av Elvas S-N, Badajoz 06006, Spain

来源：

PSYCHOLOGY OF SPORT AND EXERCISE | 2023年 / 65卷

关键词：

Disruptive behaviors; Problematic relationships; Task cohesion; Interpersonal teaching style; Self-determination theory; THWARTING TEACHING BEHAVIOR; PSYCHOLOGICAL NEEDS; SELF-DETERMINATION; INTERPERSONAL STYLE; INITIAL VALIDATION; PERCEIVED LOCUS; SCHOOL; ENGAGEMENT; AUTONOMY; SUPPORT;

D O I：

10.1016/j.psychsport.2022.102360

中图分类号：

F [经济];

学科分类号：

02 ;

摘要：

The main goal of this study was to examine the links between class cohesion and teachers' relatedness teaching style with students' relatedness needs, motivation, and positive and negative outcomes in Physical Education. A total of 1294 students 10-18 years old (M = 14.40, SD = 1.99), 613 males (M = 14.48, SD = 1.95) and 681 females (M = 14.33, SD = 2.02), agreed to participate. They were enrolled in 88 classes belonging to 13 different primary and secondary schools in southwestern Spain. The study followed a correlational research design. Re-sults of the multilevel path model showed a positive relationship between teachers' relatedness support and class cohesion and behavioral and emotional engagement through relatedness need satisfaction and autonomous and controlled motivation. Results also showed a positive relationship between teachers' relatedness thwarting and disruptive behaviors and problematic relationships through relatedness need frustration and amotivation. In conclusion, teachers' relatedness behaviors and class cohesion can significantly impact the students' relatedness and motivation, which in turn will affect their engagement and behaviors. A whole cascade of consequences begins with the way teachers teach and the cohesion generated in class. These first steps cannot be overlooked.

引用

页数：10

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