The teacher benefits from giving autonomy support during physical education instruction
Journal article
Cheon, Sung Hyeon, Reeve, Johnmarshall, Yu, Tae Ho and Jang, Hye-Ryen. (2014). The teacher benefits from giving autonomy support during physical education instruction. Journal of Sport and Exercise Psychology. 36(4), pp. 331 - 346. https://doi.org/10.1123/jsep.2013-0231
Authors | Cheon, Sung Hyeon, Reeve, Johnmarshall, Yu, Tae Ho and Jang, Hye-Ryen |
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Abstract | Recognizing that students benefit when they receive autonomy-supportive teaching, the current study tested the parallel hypothesis that teachers themselves would benefit from giving autonomy support. Twenty-seven elementary, middle, and high school physical education teachers (20 males, 7 females) were randomly assigned either to participate in an autonomy-supportive intervention program (experimental group) or to teach their physical education course with their existing style (control group) within a three-wave longitudinal research design. Manipulation checks showed that the intervention was successful, as students perceived and raters scored teachers in the experimental group as displaying a more autonomy-supportive and less controlling motivating style. In the main analyses, ANCOVA-based repeated-measures analyses showed large and consistent benefits for teachers in the experimental group, including greater teaching motivation (psychological need satisfaction, autonomous motivation, and intrinsic goals), teaching skill (teaching efficacy), and teaching well-being (vitality, job satisfaction, and lesser emotional and physical exhaustion). These findings show that giving autonomy support benefits teachers in much the same way that receiving it benefits their students. |
Keywords | autonomy support; intervention; motivation; physical education; teacher training |
Year | 2014 |
Journal | Journal of Sport and Exercise Psychology |
Journal citation | 36 (4), pp. 331 - 346 |
Publisher | Human Kinetics, Inc. |
ISSN | 0895-2779 |
Digital Object Identifier (DOI) | https://doi.org/10.1123/jsep.2013-0231 |
Scopus EID | 2-s2.0-84913526023 |
Page range | 331 - 346 |
Research Group | Institute for Positive Psychology and Education |
Publisher's version | File Access Level Controlled |
Place of publication | United States of America |
https://acuresearchbank.acu.edu.au/item/87v47/the-teacher-benefits-from-giving-autonomy-support-during-physical-education-instruction
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