See the Forest by Looking at the Trees: Physical Education Teachers' Interpersonal Style Profiles and Students' Engagement

Autor/inn/en	Leo, Francisco M.; Pulido, Juan J.; Sánchez-Oliva, David; López-Gajardo, Miguel A.; Mouratidis, Athanasios
Titel	See the Forest by Looking at the Trees: Physical Education Teachers' Interpersonal Style Profiles and Students' Engagement
Quelle	In: European Physical Education Review, 28 (2022) 3, S.720-738 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leo, Francisco M.) ORCID (Pulido, Juan J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-336X
DOI	10.1177/1356336X221075501
Schlagwörter	Physical Education Teachers; Teaching Styles; Profiles; Learner Engagement; Teacher Student Relationship; Student Behavior; Elementary Secondary Education; Foreign Countries; Gender Differences; Spain + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrstil; Unterrichtsstil; Charakterisierung; Profilanalyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Student behaviour; Schülerverhalten; Ausland; Geschlechterkonflikt; Spanien
Abstract	On the basis of self-determination theory, we aimed to identify students' perceptions of interpersonal teaching style profiles (i.e. within-teacher combinations of six dimensions of need-supportive and need-thwarting behaviours of autonomy, competence and relatedness) and to examine, through a cross-sectional design, the possible associations between these teaching profiles and students' behavioural and emotional engagement. Participants were 2065 students (n[subscript teachers] = 38) of Physical Education (PE) (M[subscript age] = 11.96 ± 1.95; range = 10-16 years; 1042 girls) nested in 98 classrooms from elementary (n = 915) and secondary (n = 1150) Spanish schools. Students filled out questionnaires in a paper and pencil format during the last semester of the school year. A four-cluster solution was found to be the most suitable: (a) a high-low group (i.e. high in perceived need-support and low in need-thwarting), (b) a low-high group (i.e. low in perceived need-support and relatively high in need-thwarting), (c) a low-low group (i.e. low in both need-support and need-thwarting) and (d) a mixed group (i.e. low in autonomy support, high in autonomy-thwarting and relatively modest-to-high in competence and relatedness support and thwarting). A multivariate analysis of variance (MANOVA) indicated significant differences in students' behavioural and emotional engagement as a function of cluster membership. Post hoc comparisons showed that the high-low group reported the highest levels of engagement and the low-high group the lowest ones. Furthermore, the mixed group scored the second highest level of engagement -- higher than the low-low and the low-high group. These results suggest that teachers who fail to support students' needs for autonomy, competence and relatedness -- either by using or not using need-thwarting instructional practices -- might undermine students' engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01