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Matches in Ghent University Academic Bibliography for { <https://biblio.ugent.be/publication/01JER32NJ9E64DCMSFBGJSG2Z6> ?p ?o. }

• 01JER32NJ9E64DCMSFBGJSG2Z6 classification D1.
• 01JER32NJ9E64DCMSFBGJSG2Z6 promoter 025DCE3C-F0EE-11E1-A9DE-61C894A0A6B4.
• 01JER32NJ9E64DCMSFBGJSG2Z6 promoter F6A0B6AE-F0ED-11E1-A9DE-61C894A0A6B4.
• 01JER32NJ9E64DCMSFBGJSG2Z6 promoter F7578A3C-F0ED-11E1-A9DE-61C894A0A6B4.
• 01JER32NJ9E64DCMSFBGJSG2Z6 date "2024".
• 01JER32NJ9E64DCMSFBGJSG2Z6 language "eng".
• 01JER32NJ9E64DCMSFBGJSG2Z6 type dissertation.
• 01JER32NJ9E64DCMSFBGJSG2Z6 hasPart 01JER3HKZVT3CRHF804NC0RQSX.pdf.
• 01JER32NJ9E64DCMSFBGJSG2Z6 hasPart urn:uuid:f0e8847f-bc85-4cd8-ad30-a999f311f2a2.
• 01JER32NJ9E64DCMSFBGJSG2Z6 subject "Biology and Life Sciences".
• 01JER32NJ9E64DCMSFBGJSG2Z6 subject "Medicine and Health Sciences".
• 01JER32NJ9E64DCMSFBGJSG2Z6 subject "Science General".
• 01JER32NJ9E64DCMSFBGJSG2Z6 isbn "9789078836131".
• 01JER32NJ9E64DCMSFBGJSG2Z6 abstract "Secondary school Physical Education (PE) plays a crucial role in adolescents’ physical and psychological development. Beyond developing motor competencies and social skills, PE aims to encourage a physically healthy lifestyle. However, the well-documented benefits of PE are not consistently experienced by all students. A key factor influencing the effectiveness of PE lies in the motivational support provided by PE teachers, particularly through their needsupportive and need-thwarting teaching. Therefore, this dissertation aims to investigate (Flemish) secondary school PE teachers’ need-supportive and need-thwarting teaching and how it relates to student motivation, in-class physical activity, and sedentary behavior. Grounded in Self-Determination Theory and relying on the circumplex model, this research addresses several notable gaps in the existing literature. Specifically, regarding the association between PE teachers’ need-supportive and needthwarting teaching and student motivation, it aims to: (1) shift from a variable-centered to a person-centered approach, (2) rely on external observations to assess PE teachers’ needsupportive and need-thwarting teaching rather than exclusively relying on student-reports, and (3) adopt bidirectional models instead of only employing unidirectional ones. Each gap is addressed in a separate Chapter (respectively, Chapter II, III, and IV), highlighting a key strength of this dissertation in relying on innovative study methodologies. In addition, the dissertation also examines associations between PE teachers’ need-supportive and needthwarting teaching and students' in-class physical activity and sedentary behavior, and whether these associations can be indirectly explained by students’ motivation. Chapter V and Chapter VI explore these associations, with Chapter V assessing PE teachers’ need-supportive and need-thwarting teaching through student-reports, and Chapter VI using observations. Chapter II adopted a person-centered approach to investigate PE teachers’ autonomy support, structure, and control, revealing that students can perceive their PE teacher as using various combinations of these teaching dimensions (i.e., six distinct profiles were found). Students who viewed their PE teacher as more need-supportive, especially those perceiving their PE teacher as highly autonomy-supportive and structuring, showed more intrinsic motivation, integrated regulation, and identified regulation. Conversely, students who saw their PE teacher as more controlling experienced more external regulation and amotivation, even when they also perceived their PE teacher as need-supportive. Interestingly, students who perceived their PE teacher as high on all three dimensions showed the highest levels of introjected regulation. Chapter III used observations to examine the circumplex of PE teachers’ autonomy support, structure, control, and chaos. This provided a nuanced understanding of how different subareas (namely participative, attuning, guiding, clarifying, demanding, domineering, abandoning, and awaiting) related to student motivation. Findings revealed that PE teachers' autonomy support (i.e., attuning subarea) was positively related to students’ intrinsic motivation. PE teachers’ structure (i.e., clarifying subarea and to a lesser extent the guiding subarea) was positively related to intrinsic motivation and identified regulation, and negatively to amotivation. PE teachers' control (i.e., demanding subarea) was negatively related to students' introjected regulation, and PE teachers' chaos (i.e., abandoning subarea and to a lesser extent the awaiting subarea) was negatively related to students' identified regulation and positively to students' amotivation. Chapter IV employed a bidirectional approach to investigate PE teachers’ autonomy support, structure, control, and chaos in relation to student motivation (i.e., two-wave longitudinal study). Results showed that students who perceived their teachers as providing structure were less likely to become amotivated as the school year progressed, whereas those who viewed their teachers as controlling showed increased levels of external regulation and amotivation over time. Interestingly, intrinsically motivated students perceived their teacher as more structuring as the year went on, whereas amotivated students increasingly viewed their teachers as chaotic. Students motivated through introjected regulation perceived their teacher as less chaotic later in the school year. Further analysis of the subareas of the circumplex revealed that intrinsically motivated students saw their teachers as more attuning and guiding over time, while amotivated students viewed their teachers as more participative, domineering, and abandoning. Students motivated by introjected regulation perceived their teachers as less abandoning over time. Chapters V and VI focused on the associations between PE teachers' need-supportive and need-thwarting teaching and students' in-class physical activity and sedentary behavior, and whether these associations could be indirectly explained by students’ motivation. Chapter V (i.e., student-reports) revealed a positive association between PE teachers’ control and inclass physical activity, while Chapter VI (i.e., observations) showed a negative association between PE teachers’ demanding subarea (i.e., subarea of control) and in-class physical activity. Furthermore, Chapter V did not reveal a significant indirect effect of student motivation. However, Chapter VI did reveal a significant indirect effect, with PE teachers’ demanding subarea relating negatively to intrinsic motivation, which related positively to inclass physical activity. Additionally, in both Chapters, the lesson topic was found to influence students’ in-class physical activity. In conclusion, this dissertation provides further evidence for the distinct pathways of PE teachers’ need-supportive and need-thwarting teaching. Specifically, it showed a bright pathway where PE teachers’ autonomy support and structure led to students’ intrinsic motivation and identified regulation and a dark pathway where PE teachers’ control resulted in students’ introjected regulation, external regulation, and amotivation. The role of chaotic teaching, although less clear, suggested an overall association with increased student amotivation. However, future studies investigating this kind of teaching are necessary. Furthermore, the dissertation highlights the importance of investigating nuanced teaching subareas of the circumplex model, revealing the particular positive influence of attuning and guiding behaviors (and to a lesser extent clarifying behaviors) and the detrimental effects of domineering and abandoning behaviors (and to a lesser extent demanding behaviors) on student motivation. Therefore, secondary school PE teachers can try to adopt autonomy support (particularly attuning behaviors) and structure (especially guiding behaviors but also clarifying behaviors) when teaching their classes, while minimizing their reliance on control (particularly domineering behaviors but also demanding behaviors) and chaos (especially abandoning behaviors). Additionally, findings showed a potential trade-off between motivating students and promoting in-class physical activity, as PE teachers’ demanding teaching increased students’ in-class MVPA, while simultaneously undermining their intrinsic motivation. This advocates for a more balanced focus on PE’s primary goals of developing motor competencies and social skills, and promoting a physically healthy lifestyle.".
• 01JER32NJ9E64DCMSFBGJSG2Z6 author 62F32EE6-1CEC-11E4-89B2-9609B5D1D7B1.
• 01JER32NJ9E64DCMSFBGJSG2Z6 dateCreated "2024-12-10T10:50:43Z".
• 01JER32NJ9E64DCMSFBGJSG2Z6 dateModified "2024-12-19T14:41:14Z".
• 01JER32NJ9E64DCMSFBGJSG2Z6 name "Secondary school physical education teachers’ need-supportive and need-thwarting teaching : associations with student motivation and in-class physical activity".
• 01JER32NJ9E64DCMSFBGJSG2Z6 pagination urn:uuid:5c971c22-eb72-479b-bb85-ac089ffd12ff.
• 01JER32NJ9E64DCMSFBGJSG2Z6 publisher urn:uuid:7d1ddbc4-0749-472c-bc15-d75bd91e7e50.
• 01JER32NJ9E64DCMSFBGJSG2Z6 sameAs LU-01JER32NJ9E64DCMSFBGJSG2Z6.
• 01JER32NJ9E64DCMSFBGJSG2Z6 sourceOrganization urn:uuid:04ebe259-bb0d-49fb-81af-627141380e0b.
• 01JER32NJ9E64DCMSFBGJSG2Z6 type D1.