The Role of Teachers' Controlling Behaviour in Physical Education on Adolescents' Health-Related Quality of Life: Test of a Conditional Process Model

Autor/inn/en	Tilga, Henri; Hein, Vello; Koka, Andre; Hamilton, Kyra; Hagger, Martin S.
Titel	The Role of Teachers' Controlling Behaviour in Physical Education on Adolescents' Health-Related Quality of Life: Test of a Conditional Process Model
Quelle	In: Educational Psychology, 39 (2019) 7, S.862-880 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tilga, Henri) ORCID (Hein, Vello) ORCID (Koka, Andre) ORCID (Hamilton, Kyra) ORCID (Hagger, Martin S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2018.1546830
Schlagwörter	Teacher Role; Physical Education; Adolescents; Quality of Life; Well Being; Psychological Needs; Models; Self Determination; Theories; Physical Education Teachers; Secondary School Students; Foreign Countries; Student Attitudes; Correlation; Professional Autonomy; Teacher Student Relationship; Interpersonal Relationship; Teacher Behavior; Estonia + Suchen Sie Ihr Suchwort? Lehrerrolle; Körpererziehung; Sportunterricht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lebensqualität; Well-being; Wellness; Wohlbefinden; Analogiemodell; Selbstbestimmung; Theory; Theorie; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Sekundarschüler; Ausland; Schülerverhalten; Korrelation; Berufsfreiheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teacher behaviour; Lehrerverhalten; Estland
Abstract	Students' health-related quality of life (HRQoL) may depend on the extent to which the school environment fostered by their teacher is perceived as autonomy-supportive. We tested a conditional process model in a physical education context in which students' perception of their teachers' autonomy-supportive behaviour moderated the relationship between perceived controlling behaviour and HRQoL via need frustration. School students (N = 1042) completed self-report measures of perceived teachers' autonomy support, perceived controlling behaviour, need frustration, and HRQoL. As predicted, the effect of perceived teachers' controlling behaviour on HRQoL was mediated by need frustration. Perceived autonomy support did not moderate this indirect effect. Specifically, higher levels of autonomy support did not attenuate the indirect effect of perceived controlling behaviour on HRQoL through need frustration. Findings highlight the importance of minimizing controlling behaviour, rather than an exclusive focus on enhancing autonomy-supportive behaviour, to enhance students' HRQoL. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01