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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 36, 2016 - Issue 7
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Original Articles

Experimental longitudinal test of the influence of autonomy-supportive teaching on motivation for participation in elementary school physical education

Elisavet T. LeptokaridouDepartment of Physical Education and Sport Science at Serres, Aristotle University of Thessaloniki, Serres, Greece
,
Symeon P. VlachopoulosDepartment of Physical Education and Sport Science at Serres, Aristotle University of Thessaloniki, Serres, GreeceCorrespondence[email protected]
&
Athanasios G. PapaioannouDepartment of Physical Education and Sport Science, University of Thessaly, Trikala, Greece
Pages 1138-1159 | Received 21 Feb 2014, Accepted 10 Jul 2014, Published online: 20 Aug 2014

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Dingmeng Fu, Yue Liu & Danhui Zhang. (2023) The relationship between teacher autonomy support and student mathematics achievement: a 3-year longitudinal study. Educational Psychology 43:2-3, pages 187-206.
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Alberto Aibar, Julien Chanal, Javier Zaragoza, Eduardo Generelo & Julien E. Bois. (2022) Physical activity differences between two European countries: does motivation matter?. Educational Psychology 42:6, pages 800-816.
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Mika Manninen, Yangyang Deng, Yongju Hwang, Sophie Waller & Sami Yli-Piipari. (2022) Psychological need-supportive instruction improves novel skill performance, intrinsic motivation, and enjoyment: a cluster-randomised study. International Journal of Sport and Exercise Psychology 20:1, pages 122-146.
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Mika Manninen & Sami Yli-Piipari. (2021) Ten Practical Strategies to Motivate Students in Physical Education: Psychological Need-Support Approach. Strategies 34:2, pages 24-30.
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Henri Tilga, Vello Hein, Andre Koka, Kyra Hamilton & Martin S. Hagger. (2019) The role of teachers’ controlling behaviour in physical education on adolescents’ health-related quality of life: test of a conditional process model*. Educational Psychology 39:7, pages 862-880.
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Phillip J. Moore. (2016) Editorial. Educational Psychology 36:7, pages 1135-1137.
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Articles from other publishers (24)

Eishin Teraoka, Félix Enrique Lobo de Diego & David Kirk. (2023) Examining how observed need-supportive and need-thwarting teaching behaviours relate to pupils’ affective outcomes in physical education. European Physical Education Review.
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Dongyao Tan, Horane A Diatta-Holgate & Chantal Levesque-Bristol. (2021) Perceived autonomy supportive and culturally responsive environments contribute to international students’ participation and willingness to communicate. Current Psychology 42:9, pages 7629-7648.
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Margaret Schneider, Amanda Woodworth, Sathvika Arumalla, Conor Gowder, Julissa Hernandez, Ashley Kim & Brinthy Moorthy. (2023) Development of a tool for quantifying need-supportive coaching in technology-mediated exercise classes. Psychology of Sport and Exercise 64, pages 102321.
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Lilyan Vega-Ramírez, Andreea Vidaci & Christian Hederich-Martínez. (2022) The Effect of Group Work on Expressive-Artistic Activities for the Emotional Regulation of University Students. Education Sciences 12:11, pages 777.
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Mika Manninen, Rod Dishman, Yongju Hwang, Eric Magrum, Yangyang Deng & Sami Yli-Piipari. (2022) Self-determination theory based instructional interventions and motivational regulations in organized physical activity: A systematic review and multivariate meta-analysis. Psychology of Sport and Exercise 62, pages 102248.
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Oluwatobi Ogunmokun, Kayode K. Eluwole, Juliet E. Ikhide & Taiwo T. Lasisi. (2020) Dynamics of autonomy support leadership on Gen‐Y employees in the Nigerian Public Service. Journal of Public Affairs 22:3.
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Joseph Y. Haw & Ronnel B. King. (2022) Need-supportive teaching is associated with reading achievement via intrinsic motivation across eight cultures. Learning and Individual Differences 97, pages 102161.
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Géraldine Escriva-Boulley, Leen Haerens, Damien Tessier & Philippe Sarrazin. (2021) Antecedents of primary school teachers’ need-supportive and need-thwarting styles in physical education. European Physical Education Review 27:4, pages 961-980.
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Eishin Teraoka, Heidi Jancer Ferreira, David Kirk & Farid Bardid. (2021) Affective Learning in Physical Education: A Systematic Review. Journal of Teaching in Physical Education 40:3, pages 460-473.
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Andrew Kingsford-Smith & Paul Evans. (2019) A longitudinal study of psychological needs satisfaction, value, achievement, and elective music intentions. Psychology of Music 49:3, pages 382-398.
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K. Fitton Davies, P.M. Watson, J.R. Rudd, S. Roberts, F. Bardid, Z. Knowles & L. Foweather. (2021) Development and validity of the Motivation Assessment Tool for Physical Education (MAT-PE) among young children. Psychology of Sport and Exercise 54, pages 101915.
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Joseph Y. Haw, Ronnel B. King & Jose Eos R. Trinidad. (2021) Need supportive teaching is associated with greater reading achievement: What the Philippines can learn from PISA 2018. International Journal of Educational Research 110, pages 101864.
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Javier Coterón, Evelia Franco, Carmen Ocete & Javier Pérez-Tejero. (2020) Teachers’ Psychological Needs Satisfaction and Thwarting: Can They Explain Students’ Behavioural Engagement in Physical Education? A Multi-Level Analysis. International Journal of Environmental Research and Public Health 17:22, pages 8573.
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Julia Zimmermann, Henri Tilga, Joachim Bachner & Yolanda Demetriou. (2020) The German Multi-Dimensional Perceived Autonomy Support Scale for Physical Education: Adaption and Validation in a Sample of Lower Track Secondary School Students. International Journal of Environmental Research and Public Health 17:19, pages 7353.
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Carlos Montero-Carretero & Eduardo Cervelló. (2019) Teaching Styles in Physical Education: A New Approach to Predicting Resilience and Bullying. International Journal of Environmental Research and Public Health 17:1, pages 76.
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David Hortigüela Alcalá, Alejandra Hernando Garijo, Ángel Pérez-Pueyo & Javier Fernández-Río. (2019) Cooperative Learning and Students’ Motivation, Social Interactions and Attitudes: Perspectives from Two Different Educational Stages. Sustainability 11:24, pages 7005.
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Trigueros, Aguilar-Parra, López-Liria & Rocamora. (2019) The Dark Side of the Self-Determination Theory and Its Influence on the Emotional and Cognitive Processes of Students in Physical Education. International Journal of Environmental Research and Public Health 16:22, pages 4444.
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Rubén Trigueros, José M. Aguilar-Parra, Adolfo J. Cangas, Remedios López-Liria & Joaquín F. Álvarez. (2019) Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence. International Journal of Environmental Research and Public Health 16:13, pages 2295.
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David Litalien, Nicolas Gillet, Marylène Gagné, Catherine F. Ratelle & Alexandre J.S. Morin. (2019) Self-determined motivation profiles among undergraduate students: A robust test of profile similarity as a function of gender and age. Learning and Individual Differences 70, pages 39-52.
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Annette Lohbeck. (2018) Freude am Sportunterricht − Welche Rolle spielen sportartspezifische Selbstkonzepte und die wahrgenommene Lehrerfürsorglichkeit von Schülerinnen und Schülern?. Zeitschrift für Pädagogische Psychologie 32:1-2, pages 117-132.
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Nicolas Gillet, Alexandre J.S. Morin & Johnmarshall Reeve. (2017) Stability, change, and implications of students’ motivation profiles: A latent transition analysis. Contemporary Educational Psychology 51, pages 222-239.
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Jia Wang, Ru-De Liu, Yi Ding, Le Xu, Ying Liu & Rui Zhen. (2017) Teacher’s Autonomy Support and Engagement in Math: Multiple Mediating Roles of Self-efficacy, Intrinsic Value, and Boredom. Frontiers in Psychology 8.
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Sedigheh Saravani, Afsaneh Marziyeh & Hossein Jenaabadi. (2017) The Relationship of the Dimensions of Perceived Teaching Style with Students’ Mathematics Achievement and Self-Efficacy. International Electronic Journal of Mathematics Education 12:2, pages 99-109.
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Ana L. Tarbetsky, Andrew J. Martin & Rebecca J. Collie. 2017. Social and Emotional Learning in Australia and the Asia-Pacific. Social and Emotional Learning in Australia and the Asia-Pacific 17 37 .

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