Perceived Physical Education Teachers’ Controlling Behaviour and Students’ Physical Activity during Leisure Time—The Dark Side of the Trans-Contextual Model of Motivation
Background: Previous studies have shown that the controlling behaviour of physical education teachers might be detrimental to their students’ psychological experiences. The purpose of this work was to examine whether and to what extent the different dimensions of the perceived controlling teaching q...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2022-09-01
|
| Series: | Behavioral Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-328X/12/9/342 |
| _version_ | 1797491129146408960 |
|---|---|
| author | Andres Viksi Henri Tilga |
| author_facet | Andres Viksi Henri Tilga |
| author_sort | Andres Viksi |
| collection | DOAJ |
| description | Background: Previous studies have shown that the controlling behaviour of physical education teachers might be detrimental to their students’ psychological experiences. The purpose of this work was to examine whether and to what extent the different dimensions of the perceived controlling teaching questionnaire predict students’ basic psychological needs, motivations, and physical activities during leisure-time. Methods: A total of 299 students (164 boys and 135 girls) from four Estonian general education schools and two vocational education institutions participated in the study. Students filled in the questionnaire of study variables. A variance-based structural model was used to test the research hypotheses. Results: The results revealed that different forms of controlling behaviours predicted psychological need frustration (β = 0.09–0.37; <i>p</i> < 0.01). Psychological need frustration predicted controlled motivation (β = 0.52; <i>p</i> < 0.01). Controlled motivation predicted subjective norms (β = 0.51; <i>p</i> < 0.01). Intention was predicted by attitudes (β = 0.30; <i>p</i> < 0.01), perceived behavioural control (β = 0.37; <i>p</i> < 0.01), and subjective norms (β = 0.15; <i>p</i> < 0. 01). Attitude was statistically significantly related to leisure-time physical activity (β = 0.09; <i>p</i> < 0.05). The model describes 10% of students’ physical activity in the context of leisure-time. Conclusion: The results of this study highlight that physical education teachers should avoid using controlling behaviours if the aim is to avoid frustrating their students’ psychological needs, which might have detrimental effect on students’ leisure-time physical activity via controlled forms of motivation. |
| first_indexed | 2024-03-10T00:43:00Z |
| format | Article |
| id | doaj.art-430a810bc4e24ddbab5c625e756e20d3 |
| institution | Directory Open Access Journal |
| issn | 2076-328X |
| language | English |
| last_indexed | 2024-03-10T00:43:00Z |
| publishDate | 2022-09-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Behavioral Sciences |
| spelling | doaj.art-430a810bc4e24ddbab5c625e756e20d32023-11-23T15:04:41ZengMDPI AGBehavioral Sciences2076-328X2022-09-0112934210.3390/bs12090342Perceived Physical Education Teachers’ Controlling Behaviour and Students’ Physical Activity during Leisure Time—The Dark Side of the Trans-Contextual Model of MotivationAndres Viksi0Henri Tilga1Institute of Sport Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, 51008 Tartu, EstoniaInstitute of Sport Sciences and Physiotherapy, Faculty of Medicine, University of Tartu, 51008 Tartu, EstoniaBackground: Previous studies have shown that the controlling behaviour of physical education teachers might be detrimental to their students’ psychological experiences. The purpose of this work was to examine whether and to what extent the different dimensions of the perceived controlling teaching questionnaire predict students’ basic psychological needs, motivations, and physical activities during leisure-time. Methods: A total of 299 students (164 boys and 135 girls) from four Estonian general education schools and two vocational education institutions participated in the study. Students filled in the questionnaire of study variables. A variance-based structural model was used to test the research hypotheses. Results: The results revealed that different forms of controlling behaviours predicted psychological need frustration (β = 0.09–0.37; <i>p</i> < 0.01). Psychological need frustration predicted controlled motivation (β = 0.52; <i>p</i> < 0.01). Controlled motivation predicted subjective norms (β = 0.51; <i>p</i> < 0.01). Intention was predicted by attitudes (β = 0.30; <i>p</i> < 0.01), perceived behavioural control (β = 0.37; <i>p</i> < 0.01), and subjective norms (β = 0.15; <i>p</i> < 0. 01). Attitude was statistically significantly related to leisure-time physical activity (β = 0.09; <i>p</i> < 0.05). The model describes 10% of students’ physical activity in the context of leisure-time. Conclusion: The results of this study highlight that physical education teachers should avoid using controlling behaviours if the aim is to avoid frustrating their students’ psychological needs, which might have detrimental effect on students’ leisure-time physical activity via controlled forms of motivation.https://www.mdpi.com/2076-328X/12/9/342perceived controlling behaviourbasic psychological need frustrationcontrolled motivationautonomous motivationphysical educationphysical activity |
| spellingShingle | Andres Viksi Henri Tilga Perceived Physical Education Teachers’ Controlling Behaviour and Students’ Physical Activity during Leisure Time—The Dark Side of the Trans-Contextual Model of Motivation Behavioral Sciences perceived controlling behaviour basic psychological need frustration controlled motivation autonomous motivation physical education physical activity |
| title | Perceived Physical Education Teachers’ Controlling Behaviour and Students’ Physical Activity during Leisure Time—The Dark Side of the Trans-Contextual Model of Motivation |
| title_full | Perceived Physical Education Teachers’ Controlling Behaviour and Students’ Physical Activity during Leisure Time—The Dark Side of the Trans-Contextual Model of Motivation |
| title_fullStr | Perceived Physical Education Teachers’ Controlling Behaviour and Students’ Physical Activity during Leisure Time—The Dark Side of the Trans-Contextual Model of Motivation |
| title_full_unstemmed | Perceived Physical Education Teachers’ Controlling Behaviour and Students’ Physical Activity during Leisure Time—The Dark Side of the Trans-Contextual Model of Motivation |
| title_short | Perceived Physical Education Teachers’ Controlling Behaviour and Students’ Physical Activity during Leisure Time—The Dark Side of the Trans-Contextual Model of Motivation |
| title_sort | perceived physical education teachers controlling behaviour and students physical activity during leisure time the dark side of the trans contextual model of motivation |
| topic | perceived controlling behaviour basic psychological need frustration controlled motivation autonomous motivation physical education physical activity |
| url | https://www.mdpi.com/2076-328X/12/9/342 |
| work_keys_str_mv | AT andresviksi perceivedphysicaleducationteacherscontrollingbehaviourandstudentsphysicalactivityduringleisuretimethedarksideofthetranscontextualmodelofmotivation AT henritilga perceivedphysicaleducationteacherscontrollingbehaviourandstudentsphysicalactivityduringleisuretimethedarksideofthetranscontextualmodelofmotivation |