Teacher support/control of social relationships, class cohesion, and positive/negative consequences in Physical Education
DOI:
https://doi.org/10.22456/1982-8918.128135Keywords:
Physical Education and training, Teaching, Behavior and behavior mechanisms, Self-determinationAbstract
The aim of the study was to examine the relationship between teacher support/control of students' social relations and class engagement and disruptive behaviors, as well as to examine the mediating effect of class cohesion. 718 Physical Education students between 15 and 18 years participated (M = 15.65; SD = .70) in this study. The results of the correlational study showed that teacher support for relatedness was positively related to engagement and negatively related to disruptive behaviors. In contrast, relatedness control was negatively related to engagement and positively related to disruptive behaviors. Finally, the results showed that class cohesion mediated relatedness support and engagement. In conclusion, relatedness support and class cohesion can significantly impact engagement and disruptive behaviors.Downloads
References
BLANCHARD, Celine; AMIOT, Catherine; PERREAULT, Stéphane; VALLERAND, Robert; PROVENCHER, Piérre. Cohesiveness, coach’s interpersonal style and psychological needs: their effects on self-determination and athletes’ subjective well-being. Psychology of Sport and Exercise, v. 10, n. 5, p. 545–551, 2009. DOI: https://doi.org/10.1016/j.psychsport.2009.02.005
BOSSELUT, Grégoire; CASTRO, Oscar; CHEVALIER, Severine; FOUQUEREAU, Evelyne. Does perceived cohesion mediate the student personality–engagement relationship in the university setting? Journal of Educational Psychology, v. 112, n. 8, p. 1692–1700, 2020. DOI: https://doi.org/10.1037/edu0000442
CARRON, Albert; BRAWLEY, Lawrence; WIDMEYER, William. The measurement of cohesiveness in sport groups. In: DUDA, Joan (ed.). Advances in sport and exercise psychology measurement. Morgantown: Fitness Information Technology, 1998. p. 213–226.
CARRON, Albert; WIDMEYER, William; BRAWLEY, Lawrence. The development of an instrument to assess cohesion in sport teams: the Group Environment Questionnaire. Journal of Sport and Exercise Psychology, v. 7, n. 3, p. 244–266, 1985. DOI: https://doi.org/10.1123/jsp.7.3.244
CHEUNG, Gordon; LAU, Rebecca. Testing mediation and suppression effects of latent variables: bootstrapping with structural equation models. Organizational Research Methods, v. 11, n. 2, p. 296–325, 2008. DOI: https://doi.org/10.1177/1094428107300343
DE MEYER, Jotie; SOENENS, Bart; VANSTEENKISTE, Maarten; AELTERMAN, Nathalie, VAN PETEGEM, Stijn; HAERENS, Leen. Do students with different motives for physical education respond differently to autonomy-supportive and controlling teaching? Psychology of Sport and Exercise, v. 22, p. 72–82, 2016. DOI: https://doi.org/10.1016/j.psychsport.2015.06.001
DE MEYER, Jotie; TALLIR, Isabel; SOENENS, Bart; VANSTEENKISTE, Maarten; AELTERMAN, Nathalie; VAN DEN BERGHE, Lynn; SPELEERS, Lise; HAERENS, Leen. Does observed controlling teaching behavior relate to students’ motivation in physical education? Journal of Educational Psychology, v. 106, n. 2, p. 541–554, 2014. DOI: https://doi.org/10.1037/a0034399
ERIKSTAD, Martin; MARTIN, Luc; HAUGEN, Tommy; HØIGAARD, Rune. Group cohesion, needs satisfaction, and self-regulated learning: a one-year prospective study of elite youth soccer players’ perceptions of their club team. Psychology of Sport and Exercise, v. 39, p. 171–178, 2018. DOI: https://doi.org/10.1016/j.psychsport.2018.08.013
GRANERO-GALLEGOS, Antonio; BAENA-EXTREMERA, Antonio. Validation of the short-form Spanish version of the Physical Education Classroom Instrument measuring secondary pupils’ disruptive behaviours. Cuadernos de Psicología del Deporte, v. 16, n. 2, p. 89–98, 2016. Disponible en: http://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S1578-84232016000200010&lng=es&nrm=iso. Consultado el: 7 ago. 2023.
HAERENS, Leen, AELTERMAN, Nathalie, VANSTEENKISTE, Maarten, SOENENS, Bart; VAN PETEGEM, Stijn. Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, v. 16, n. 3, p. 26–36, 2015. DOI: https://doi.org/10.1016/j.psychsport.2014.08.013
KNAPP, Thomas; MUELLER, Ralph. Reliability and validity of instruments. In: HANCOCK, Gregory; STAPLETON, Laura; MUELLER, Ralph (ed.). The reviewer’s guide to quantitative methods in the social sciences. London: Routledge, 2010. p. 337–342.
KRECH, Paul; KULINNA, Pamela; COTHRAN, Donetta. Development of a short-form version of the Physical Education Classroom Instrument: measuring secondary pupils’ disruptive behaviours. Physical Education and Sport Pedagogy, v. 15, n. 3, p. 209–225, 2010. DOI: https://doi.org/10.1080/17408980903150121
LEO, Francisco; BEHZADNIA, Behzad; LÓPEZ-GAJARDO, Miguel; BATISTA, Marco; PULIDO, Juan. What kind of interpersonal teaching style of need-supportive or need-thwarting is more associated with positive consequences in Physical Education? Journal of Teaching in Physical Education, v. 43, n. 3, p. 461–470, 2022. DOI: https://doi.org/10.1123/jtpe.2022-0040
LEO, Francisco; FERNÁNDEZ-RÍO, Javier; PULIDO, Juan; RODRÍGUEZ-GONZÁLEZ, Pablo; LÓPEZ-GAJARDO, Miguel. Assessing class cohesion in primary and secondary education: development and preliminary validation of the Class Cohesion Questionnaire (CCQ). Social Psychology of Education, v. 26, p.141–160, 2023. DOI: https://doi.org/10.1007/s11218-022-09738-y
LEO, Francisco; LÓPEZ-GAJARDO, Miguel; FERNÁNDEZ-RÍO, Javier; PULIDO, Juan. Desarrollo de la cohesión y las relaciones sociales en clase para optimizar la motivación e implicación en Educación Física. In: GARCÍA-GONZÁLEZ, Luis. Motivar en Educación Física: Evidencias científicas y aplicaciones prácticas para los docentes. Zaragoza: Universidad de Zaragoza, 2022. p. 131-145.
LEO, Francisco; LÓPEZ-GAJARDO, Miguel; RODRÍGUEZ-GONZÁLEZ, Pablo; PULIDO, Juan; FERNÁNDEZ-RÍO, Javier. How class cohesion and teachers’ relatedness support/thwarting style relate to students’ relatedness, motivation, and positive and negative outcomes in Physical Education. Psychology of Sport and Exercise, v. 65, p. 102360, 2023. DOI: https://doi.org/10.1016/j.psychsport.2022.102360
LEO, Francisco; MOURATIDIS, Athanasios; PULIDO, Juan; LÓPEZ-GAJARDO, Miguel; SÁNCHEZ-OLIVA, David. Perceived teachers’ behavior and students’ engagement in physical education: the mediating role of basic psychological needs and self-determined motivation. Physical Education and Sport Pedagogy, v. 27, n. 1, p. 59-76, 2022. DOI: https://doi.org/10.1080/17408989.2020.1850667
LEO, Francisco; PULIDO, Juan; SÁNCHEZ-OLIVA, David; LÓPEZ-GAJARDO, Miguel; MOURATIDIS, Athanasios. See the forest by looking at the trees: physical education teachers’ interpersonal style profiles and students’ engagement. European Physical Education Review, v. 28, n. 3, p. 720–738, 2022. DOI: https://doi.org/10.1177/1356336X221075501
LEO, Francisco; SÁNCHEZ-OLIVA, David; FERNÁNDEZ-RIO, Javier; LÓPEZ-GAJARDO, Miguel; PULIDO, Juan. Validation of the teaching interpersonal style questionnaire in physical education. OSF Preprints, [2023a]. Disponible en: https://osf.io/s6e8a. Consultado e: 7 ago. 2023.
MACKINNON, David; LOCKWOOD, Chondra; WILLIAMS, Jason. Confidence limits for the indirect effect: Distribution of the product and resampling methods. Multivariate Behavioral Research, v. 39, n. 1, p. 99–128, 2004. DOI: https://doi.org/10.1207/s15327906mbr3901_4
MUTHÉN, Linda; MUTHÉN, Bengt. Mplus statistical modeling software 1998–2019. [S.l.]: Muthén & Muthén, 2019. Disponible en: https://www.statmodel.com/. Accedido en: 7 ago. 2023.
NUNNALLY, Jum; BERNSTEIN, Ira. Psychometric theory. New York: McGraw-Hill, 1994.
PACEWICZ, Christine; SMITH, Alan; RAEDEKE, Thomas. Group cohesion and relatedness as predictors of self-determined motivation and burnout in adolescent female athletes. Psychology of Sport and Exercise, v. 50, p. 101709, 2020. DOI: https://doi.org/10.1016/j.psychsport.2020.101709
RYAN, Richard; DECI, Eduard. Self-determination theory: basic psychological needs in motivation, development, and wellness. New York: The Guilford Press, 2017. DOI: https://doi.org/10.1521/978.14625/28806
SKINNER, Ellen; KINDERMANN, Thomas; FURRER, Carrie. A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, v. 69, n. 3, p. 493–525, 2009. DOI: https://doi.org/10.1177/0013164408323233
SPARKS, Cassandra; DIMMOCK, James; LONSDALE, Chris; JACKSON, Ben. Modeling indicators and outcomes of students’ perceived teacher relatedness support in high school physical education. Psychology of Sport and Exercise, v. 26, p. 71–82, 2016. DOI: https://doi.org/10.1016/J.PSYCHSPORT.2016.06.004
SPARKS, Cassandra; DIMMOCK, James; WHIPP, Peter; LONSDALE, Chris; JACKSON, Ben. “Getting connected”: High school physical education teacher behaviors that facilitate students’ relatedness support perceptions. Sport, Exercise, and Performance Psychology, v. 4, n. 3, p. 219–236, 2015. DOI: https://doi.org/10.1037/spy0000039
SPARKS, Cassandra; LONSDALE, Chris; DIMMOCK, James; JACKSON, Ben. An Intervention to improve teachers’ interpersonally involving instructional practices in high school physical education: Implications for student relatedness support and in-class experiences. Journal of Sport and Exercise Psychology, v. 39, n. 2, p. 120–133, 2017. DOI: https://doi.org/10.1123/jsep.2016-0198
VALLERAND, Robert. Toward a hierarchical model of intrinsic and extrinsic motivation. In: ZANNA, Mark (ed.). Advances in experimental social psychology. Toronto: Academic Press, 1997. p. 271–360.
VAN DEN BERGHE, Lynn; TALLIR, Isabel; CARDON, Greet; AELTERMAN, Nathalie; HAERENS, Leen. Student (dis)engagement and need-supportive teaching behavior: a multi-informant and multilevel approach. Journal of Sport and Exercise Psychology, v. 37, n. 4, p. 353–366, 2015. DOI: https://doi.org/10.1123/jsep.2014-0150
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Movimento
This work is licensed under a Creative Commons Attribution 4.0 International License.
Movimento adopts the Creative Commons Attribution 4.0 International (CC BY 4.0) for approved and published works. This means that authors:
- keep their copyrights and grant right of first publication to the journal; and
- as long as the authors’ names and Movimento’s initial publication rights are acknowledged, the authors may share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material for any purpose, even commercially).
More information at: https://creativecommons.org/licenses/by/4.0/
