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Autonomy-supportive teaching leads to autonomy-supportive parenting : A teacher-to-parent relationship spillover effect
Cheon, Sung Hyeon Reeve, Johnmarshall Jang, Hye-Ryen Pink, Matthew Andrew Song, Yong-Gwan Im, Chang-Ha
Cheon, Sung Hyeon
Reeve, Johnmarshall
Jang, Hye-Ryen
Pink, Matthew Andrew
Song, Yong-Gwan
Im, Chang-Ha
Abstract
We investigated for a teacher-to-parent relationship spillover effect in which students who received year-long autonomy-supportive teaching at school then received greater year-end autonomy-supportive parenting at home. Using a randomized control trial research design, teachers from 44 physical education classes and their 1185 secondary-grade students either did or did not participate in an autonomy-supportive teaching workshop. Over one academic year, students in the experimental group reported increased autonomy-supportive teaching, need satisfaction, prosocial behavior, and then greater year-end autonomy-supportive parenting. A multilevel structural equation modeling analysis identified the explanatory mechanism: Autonomy-supportive teaching increased students’ mid-year prosocial behavior, which increased end-year autonomy-supportive parenting.
Keywords
Autonomy support, Need satisfaction, Prosocial behavior, Relationship spillover effect, Self-determination theory
Date
2024
Type
Journal article
Journal
Teaching and Teacher Education
Book
Volume
144
Issue
Page Range
1-10
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
ACU Engagement
Non-faculty
Faculty of Education and Arts
ACU Engagement
Non-faculty
Relation URI
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY 4.0
File Access
Open
Notes
© 2024 The Authors.
Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).