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A needs-supportive intervention to help PE teachers enhance students' prosocial behavior and diminish antisocial behavior
Cheon, Sung Hyeon Reeve, Johnmarshall Ntoumanis, Nikos
Cheon, Sung Hyeon
Reeve, Johnmarshall
Ntoumanis, Nikos
Abstract
Objectives: Grounded in self-determination theory's dual-process model, we implemented an autonomy-supportive intervention program (ASIP) to help physical education (PE) teachers become more autonomy-supportive and less controlling toward their students. We tested whether such changes in teachers' classroom motivating styles could promote students' prosocial behaviors and diminish their antisocial behaviors. Design: We used an experimental research design to manipulate teachers' motivating style and a three-wave longitudinal design to assess the student-reported dependent measures. Method: We randomly assigned secondary-grade PE teachers (8 women, 25 men) to participate or not in the ASIP. At mid-semester, classroom observers rated teachers' autonomy-supportive and controlling instructional behaviors. At the end of the semester, teachers rated their students' prosocial and antisocial behaviors. At the beginning, middle, and end of the semester, the 1824 students of these teachers completed measures of need satisfaction, need frustration, proscial behavior, and antisocial behavior. Results: ASIP participation increased teachers' autonomy support and students' need satisfaction and prosocial behavior, and it decreased teachers' control and students' need frustration, antisocial behavior, and attitudetoward cheating. Multilevel structural equation modeling showed that longitudinal increases in prosocial behavior were mostly a function of need satisfaction gains while longitudinally decreases in antisocial behavior and acceptance of cheating were mostly a function of need frustration declines. Conclusion: ASIP-enabled benefits extend beyond previously-documented student personal functioning gains (e.g., engagement) to include student social functioning gains as well.
Keywords
autonomy support, intervention, need satisfaction, need frustration, self-determination theory, acceptance of cheating
Date
2018
Type
Journal article
Journal
Psychology of Sport and Exercise
Book
Volume
35
Issue
Page Range
74-88
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled