An autonomy-supportive intervention to develop students’ resilience by boosting agentic engagement

2020 ◽  
Vol 44 (4) ◽  
pp. 325-338 ◽  
Author(s):  
Johnmarshall Reeve ◽  
Sung Hyeon Cheon ◽  
Tae Ho Yu
Keyword(s):  
Autonomy Support ◽  
Structural Equation ◽  
Intervention Program ◽  
Need Satisfaction ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Modeling Analysis ◽  
The Face ◽  
Everyday Classroom ◽  
Supportive Intervention

In the face of everyday classroom challenges, students display resilience by responding with increased agentic engagement. We hypothesized that this tendency toward greater initiative and lesser passivity was both an outcome of autonomy need satisfaction and autonomy-supportive teaching and a predictor of students’ future capacity to experience autonomy satisfaction and to recruit autonomy support. Twenty-two physical education (PE) teachers and their 1,422 Korean students (648 females, 773 males; 929 middle schoolers, 493 high schoolers) were randomly assigned to participate in an autonomy-supportive intervention program (ASIP), and we assessed their students’ autonomy satisfaction, autonomy dissatisfaction, agentic engagement, and agentic disengagement at the beginning, middle, and end of an academic year. By midyear, a multilevel structural equation modeling analysis showed that students of teachers who participated in the ASIP reported greater autonomy satisfaction and agentic engagement and lesser autonomy dissatisfaction and agentic disengagement and also that these gains in agentic engagement and declines in agentic disengagement then predicted those students who were able at year-end to self-generate autonomy need satisfaction and recruit teacher-provided autonomy support.

The Role of an Empowering Motivational Climate on Pupils’ Concentration and Distraction in Physical Education

2021 ◽  
pp. 1-11
Author(s):  
Maxime Mastagli ◽  
Aurélie Van Hoye ◽  
Jean-Philippe Hainaut ◽  
Benoît Bolmont
Keyword(s):  
Physical Education ◽  
Negative Affect ◽  
Structural Equation ◽  
Psychological Needs ◽  
Motivational Climate ◽  
Need Satisfaction ◽  
Basic Psychological Needs ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Positive And Negative Affect

Purpose: The present study investigated the relationship between an empowering motivational climate and pupils’ concentration and distraction in physical education, mediated by basic psychological needs satisfaction and by positive and negative affect. Method: The participants were 425 French pupils (Mage = 15.36, SDage = 0.82) from 21 high schools, who filled in a questionnaire regarding the study variables. This cross-sectional study used multilevel structural equation modeling to examine the hypothesized relationships. Results: Good fit indices were found in the data from the theoretical model. An empowering motivational climate was found to be related to concentration. Competence need satisfaction was related to concentration and distraction. This association was mediated by positive and negative affect, which in turn was related to concentration and distraction. Conclusion: Teachers can improve pupils’ concentration and positive affect and reduce distraction and negative affect by supporting an empowering motivational climate and fostering competence need satisfaction.

scholarly journals Antecedents of Perceived Coach Autonomy Supportive and Controlling Behaviors: Coach Psychological Need Satisfaction and Well-Being

2011 ◽  
Vol 33 (2) ◽  
pp. 255-272 ◽  
Author(s):  
Juliette Stebbings ◽  
Ian M. Taylor ◽  
Christopher M. Spray
Keyword(s):  
Autonomy Support ◽  
Structural Equation ◽  
Well Being ◽  
Need Satisfaction ◽  
Self Report ◽  
Equation Modeling ◽  
Psychological Well Being ◽  
Psychological Need ◽  
Controlling Behaviors ◽  
Psychological Need Satisfaction

Within the self-determination theory (Deci & Ryan, 2000) framework, research has considered the consequences of coaches’ autonomy supportive and controlling behaviors on various athlete outcomes (e.g., motivation and performance). The antecedents of such behaviors, however, have received little attention. Coaches (N = 443) from a variety of sports and competitive levels completed a self-report questionnaire to assess their psychological need satisfaction, well-being and perceived interpersonal behaviors toward their athletes. Structural equation modeling demonstrated that coaches’ competence and autonomy need satisfaction positively predicted their levels of psychological well-being, as indexed by positive affect and subjective vitality. In turn, coaches’ psychological well-being positively predicted their perceived autonomy support toward their athletes, and negatively predicted their perceived controlling behaviors. Overall, the results highlight the importance of coaching contexts that facilitate coaches’ psychological need satisfaction and well-being, thereby increasing the likelihood of adaptive coach interpersonal behavior toward athletes.

scholarly journals Goal Striving, Goal Attainment, and Well-Being: Adapting and Testing the Self-Concordance Model in Sport

2007 ◽  
Vol 29 (6) ◽  
pp. 763-782 ◽  
Author(s):  
Alison Smith ◽  
Nikos Ntoumanis ◽  
Joan Duda
Keyword(s):  
Autonomy Support ◽  
Structural Equation ◽  
Goal Attainment ◽  
Well Being ◽  
Need Satisfaction ◽  
The Self ◽  
Equation Modeling ◽  
Goal Difficulty ◽  
Goal Striving ◽  
Goal Specificity

Grounded in self-determination theory (Deci & Ryan, 1985) and the self-concordance model (Sheldon & Elliot, 1999), this study examined the motivational processes underlying goal striving in sport as well as the role of perceived coach autonomy support in the goal process. Structural equation modeling with a sample of 210 British athletes showed that autonomous goal motives positively predicted effort, which, in turn, predicted goal attainment. Goal attainment was positively linked to need satisfaction, which, in turn, predicted psychological well-being. Effort and need satisfaction were found to mediate the associations between autonomous motives and goal attainment and between attainment and well-being, respectively. Controlled motives negatively predicted well-being, and coach autonomy support positively predicted both autonomous motives and need satisfaction. Associations of autonomous motives with effort were not reducible to goal difficulty, goal specificity, or goal efficacy. These findings support the self-concordance model as a framework for further research on goal setting in sport.

scholarly journals Delighting the Customer: Creativity-Oriented High-Performance Work Systems, Frontline Employee Creative Performance, and Customer Satisfaction

2016 ◽  
Vol 45 (2) ◽  
pp. 728-751 ◽  
Author(s):  
Ieva Martinaityte ◽  
Claudia Sacramento ◽  
Samuel Aryee
Keyword(s):  
Customer Satisfaction ◽  
Structural Equation ◽  
High Performance ◽  
Need Satisfaction ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Frontline Employees ◽  
Creative Performance ◽  
Work Systems ◽  
High Performance Work Systems

Drawing on self-determination theory, we proposed and tested a cross-level model of how perceived creativity-oriented high-performance work systems (HPWS) influence customer satisfaction. Data were obtained from frontline employees (FLEs), their managers, and branch records of two organizations (retail bank and cosmetics) in Lithuania. Results of multilevel structural equation modeling analyses revealed partial support for our model. Although perceived creativity-oriented HPWS related to creative performance at the individual level, this effect was mediated solely by need satisfaction and not by creative process engagement nor by a serial mediation of both variables as we hypothesized. However, as we did hypothesize, average branch creative performance related to branch customer satisfaction. We interpret our findings as underscoring the utility of perceived creativity-oriented HPWS in fostering FLEs’ creative performance and ultimately, customer satisfaction.

How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach

2018 ◽  
Vol 25 (4) ◽  
pp. 983-1001 ◽  
Author(s):  
Leen Haerens ◽  
Christa Krijgsman ◽  
Athanasios Mouratidis ◽  
Lars Borghouts ◽  
Greet Cardon ◽  
...  
Keyword(s):  
Physical Education ◽  
Structural Equation ◽  
Self Determination Theory ◽  
Need Satisfaction ◽  
Self Determination ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Theory Approach ◽  
Situational Motivation ◽  
Motivating Style

Students’ knowledge about the criteria for an upcoming test is a crucial component of assessment quality. Grounded in self-determination theory, we investigated whether knowledge about the criteria for an upcoming test related to students’ situational motivation and experienced anxiety during physical education (PE). We also examined whether these relations were: (a) mediated by need-based experiences; and (b) moderated by teachers’ motivating style. Participants were 659 students (55.54% boys, 44.46% girls, mean age 14.72 years, standard deviation = 0.94) out of 40 classes from 32 schools taught by 39 different PE teachers. Analyses through multilevel structural equation modeling showed that students with more knowledge about the criteria for an upcoming test valued and enjoyed the lesson more (i.e. autonomous motivation), and felt less aloof (i.e. amotivation). Relations between knowledge about the criteria and students’ situational motivation were mediated by experienced need satisfaction. Specifically, students who had more knowledge about the criteria for an upcoming test felt more in charge of their learning process (i.e. autonomy satisfaction), felt more effective in reaching their goals (i.e. competence satisfaction) and felt more connected to the teacher (i.e. relatedness satisfaction). Although relations between knowledge about the criteria and students’ motivation were not moderated by teachers’ motivating style, teachers’ motivating style displayed independent relations with students’ motivation. Implications for assessment quality and students’ motivation in PE are discussed.

scholarly journals Psychometry of the Multidimensional Perceived Autonomy Support Scale in Physical Education With Spanish Secondary School Students

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824401990125 ◽  
Author(s):  
Rafael Burgueño ◽  
José Macarro-Moreno ◽  
Jesús Medina-Casaubón
Keyword(s):  
Physical Education ◽  
Secondary School ◽  
Autonomy Support ◽  
Structural Equation ◽  
Secondary School Students ◽  
Temporal Stability ◽  
Need Satisfaction ◽  
Equation Modeling ◽  
School Students ◽  
Perceived Autonomy Support

This research aimed to adapt and psychometrically examine the Multidimensional Perceived Autonomy Support Scale in Physical Education in the Spanish context. The participants were 560 (264 men and 296 women; Mage = 14.49, SDage = 1.05) physical education secondary school students. The results underpinned a 15-item three-factor correlated model, which was invariant across gender and age. The reliability analysis reflected an acceptable level of internal consistency and temporal stability for each factor. The structural equation modeling showed that perceived cognitive, procedural, and organizational autonomy support predicted positively and significantly basic psychological need satisfaction. The Multidimensional Perceived Autonomy Support Scale in Physical Education is a valid and reliable instrument to multidimensionally measure the secondary school students’ perception of autonomy support from physical education teachers in the Spanish context.

scholarly journals More Isn’t Always Better: The Curvilinear Relationship between Inquiry-Based Teaching and Student Achievement in Science

2021 ◽  
Author(s):  
Nani Teig ◽  
Ronny Scherer ◽  
Trude Nilsen
Keyword(s):  
Student Achievement ◽  
High Frequency ◽  
Structural Equation ◽  
Multilevel Structural Equation Modeling ◽  
Equation Modeling ◽  
Curvilinear Relationship ◽  
Modeling Analysis ◽  
Conflicting Evidence ◽  
Multilevel Structural Equation ◽  
The Relationship

Previous studies have assumed a linear relationship between inquiry-based teaching and student achievement in science. However this assumption may be questionable. Recent evidence on the effectiveness of inquiry-based teaching has yielded conflicting findings. To test the linearity assumption, the present study investigated the relation between inquiry-based teaching and achievement by taking into account the possible existence of nonlinear relations using Norwegian TIMSS 2015 data. A multilevel structural equation modeling analysis showed that the relationship was curvilinear. Inquiry-based teaching was positively correlated with achievement, but high frequency of inquiry activities was negatively related to achievement. Furthermore, we found that classroom SES did not affect the strength of the relationship between inquiry and achievement. These findings challenge the linearity assumption and contribute to explaining the conflicting evidence in earlier research as well as promote the effectiveness of inquiry-based teaching regardless of students’ socioeconomic backgrounds.

scholarly journals Exploring the Social-Environmental Determinants of Well- and Ill-Being in Dancers: A Test of Basic Needs Theory

2010 ◽  
Vol 32 (1) ◽  
pp. 39-60 ◽  
Author(s):  
Eleanor Quested ◽  
Joan L. Duda
Keyword(s):  
Autonomy Support ◽  
Structural Equation ◽  
Basic Needs ◽  
Need Satisfaction ◽  
Equation Modeling ◽  
Mediating Role ◽  
The Social ◽  
Social Environmental ◽  
Basic Needs Theory

Grounded in the basic needs mini-theory (Deci & Ryan, 2000), this study examined the interplay among perceptions of the social environment manifested in vocational dance schools, basic need satisfaction, and indices of elite dancers’ well- and ill-being. The hypothesized mediating role of need satisfaction was also tested. Dancers (N = 392) completed a questionnaire tapping the targeted variables. Structural equation modeling supported a model in which perceptions of task-involving dance environments positively predicted need satisfaction. Perceived ego-involving climates negatively corresponded with competence and relatedness. Perceptions of autonomy support were positively related to autonomy and relatedness. Need satisfaction positively predicted positive affect. Competence and relatedness satisfaction corresponded negatively to reported negative affect. Emotional and physical exhaustion was not related to need satisfaction. Partial support emerged for the assumed mediation of the needs. Results highlight the relevance of task-involving and autonomy-supportive dance climates for elite dancers’ need satisfaction and healthful engagement in vocational dance.

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