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Article

Teachers’ Psychological Needs Satisfaction and Thwarting: Can They Explain Students’ Behavioural Engagement in Physical Education? A Multi-Level Analysis

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Departamento de Ciencias Sociales de la Actividad Física, del Deporte y del Ocio, Facultad de Ciencias de la Actividad Física y del Deporte—INEF, Universidad Politécnica de Madrid, 28040 Madrid, Spain
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Departamento de Educación, Métodos de Investigación y Evaluación, Facultad de Ciencias Sociales y Humanas, Universidad Pontificia Comillas, 28049 Madrid, Spain
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Cátedra “Fundación Sanitas” de Estudios sobre Deporte Inclusivo, Facultad de Ciencias de la Actividad Física y del Deporte—INEF, Universidad Politécnica de Madrid, 28040 Madrid, Spain
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Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2020, 17(22), 8573; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17228573
Received: 23 October 2020 / Revised: 13 November 2020 / Accepted: 16 November 2020 / Published: 19 November 2020
Students’ engagement in Physical Education has been linked to several adaptive consequences. Even though the existing literature suggests that perceived autonomy support can predict engagement, research is scarce on how teachers’ antecedents might influence this behavioural outcome. This study sought to compare the influence of teachers’ basic psychological needs’ satisfaction and basic psychological needs’ thwarting on students’ behavioural engagement and on the relationship between perceived autonomy-support and the students’ behavioural engagement. The sample included 29 Physical Education teachers and 644 students who were taught by the participants teachers. Data were collected using both paper and online surveys and they were analysed using multilevel modelling techniques. The results revealed that, while teachers’ autonomy satisfaction might be significant in the explanation of students’ engagement (β = 0.33, p < 0.01), it seems that needs thwarting could be a better predictor of this outcome (β autonomy thwarting = −0.17, p < 0.01; β competence thwarting = −0.06, p < 0.05). These findings suggest the impact of certain external pressures on teachers’ practices which, in turn, might affect students’ behavioural outcomes. View Full-Text
Keywords: teachers’ antecedents; behavioural engagement; self-determination theory; autonomy support; multi-level analysis teachers’ antecedents; behavioural engagement; self-determination theory; autonomy support; multi-level analysis
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MDPI and ACS Style

Coterón, J.; Franco, E.; Ocete, C.; Pérez-Tejero, J. Teachers’ Psychological Needs Satisfaction and Thwarting: Can They Explain Students’ Behavioural Engagement in Physical Education? A Multi-Level Analysis. Int. J. Environ. Res. Public Health 2020, 17, 8573. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17228573

AMA Style

Coterón J, Franco E, Ocete C, Pérez-Tejero J. Teachers’ Psychological Needs Satisfaction and Thwarting: Can They Explain Students’ Behavioural Engagement in Physical Education? A Multi-Level Analysis. International Journal of Environmental Research and Public Health. 2020; 17(22):8573. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17228573

Chicago/Turabian Style

Coterón, Javier, Evelia Franco, Carmen Ocete, and Javier Pérez-Tejero. 2020. "Teachers’ Psychological Needs Satisfaction and Thwarting: Can They Explain Students’ Behavioural Engagement in Physical Education? A Multi-Level Analysis" International Journal of Environmental Research and Public Health 17, no. 22: 8573. https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17228573

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