18 SES 04, Motivating Students to Learn in Sport and Physical Education
According to Self-Determination Theory (SDT), autonomy-supportive teachers foster adaptive outcomes in students (e.g., engagement) while controlling teachers increase the odds of maladaptive outcomes and undesirable student behaviour (e.g., oppositional defiance). Yet, despite the theoretical and empirical evidence on the benefits of autonomy support, during professional teacher training programs teachers sometimes raise doubts about whether in real-life an autonomy supportive teaching style would always lead to positive outcomes among every student (Aelterman et al., 2013). Instead, they suggest that at least some students, who are perhaps less optimally motivated, would benefit rather than suffer from a controlling approach. In the presented research, it was first investigated if these beliefs really exist among teachers (Study 1) and secondly whether the beliefs regarding the motivation-dependent effectiveness of a certain teaching style would hold true (Study 2).
Aelterman, N., Vansteenkiste, M., Van Keer, H., De Meyer, J., Van den Berghe, L., & Haerens, L. (2013). Development and evaluation of a training on need-supportive teaching in physical education: Qualitative and quantitative findings. Teaching and Teacher Education, 29, 64-75. doi: 10.1016/j.tate.2012.09.001 Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Duriez, B., . . . Verstuyf, J. (in press). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion. Reeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S., Jang, H., . . . Wang, C. K. J. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion, 38(1), 93-110. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581. doi: 10.1037/0022-0618.104.22.1681 Soenens, B., Sierens, E., Vansteenkiste, M., Dochy, F., & Goossens, L. (2012). Psychologically controlling teaching: Examining outcomes, antecedents, and mediators. Journal of Educational Psychology, 104(1), 108-120. doi: 10.1037/a0025742
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