The role of teachers’ controlling behaviour in physical education on adolescents’ health-related quality of life: test of a conditional process model*

References

• Abildsnes, E., Stea, T. H., Berntsen, S., Omfjord, C. S., & Rohde, G. (2015). Physical education teachers’ and public health Nurses’ perception of Norwegian high school students’ participation in physical education – a focus group study. BMC Public Health, 15,1295. doi:10.1186/s12889-015-2660-y
   PubMed Web of Science ®Google Scholar
• Amoura, C., Berjot, S., Gillet, N., Caruana, S., Cohen, J., & Finez, L. (2015). Autonomy-supportive and controlling styles of teaching. Swiss Journal of Psychology, 74,141–158. doi:10.1024/1421-0185/a000156
   Web of Science ®Google Scholar
• Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15,397–413. doi:10.1016/j.learninstruc.2005.07.008
   Web of Science ®Google Scholar
• Barber, B. K. (1996). Parental psychological control: Revisiting a neglected construct. Child development, 67,3296–3319.
   PubMed Web of Science ®Google Scholar
• Bartholomew, K. J., Ntoumanis, N., Ryan, R. M., Bosch, J. A., & Thøgersen-Ntoumani, C. (2011a). Self-determination theory and diminshed functioning: The role of interpersonal control and psychological need thwarting. Personality and Social Psychology Bulletin, 37,1459–1473. doi:10.1177/0146167211413125
   PubMed Web of Science ®Google Scholar
• Bartholomew, K. J., Ntoumanis, N., Ryan, R. M., & Thøgersen-Ntoumani, C. (2011b). Psychological need thwarting in the sport context: Assessing the darker side of athletic experience. Journal of Sport and Exercise Psychology, 33,75–102.
   PubMed Web of Science ®Google Scholar
• Bartholomew, K. J., Ntoumanis, N., & Thøgersen-Ntoumani, C. (2010). The controlling interpersonal style in a coaching context: development and initial validation of a psychometric scale. Journal of Sport and Exercise Psychology, 32,193–216.
   PubMed Web of Science ®Google Scholar
• Bisegger, C., Cloetta, B., von Rueden, U., Abel, T., Ravens-Sieberer, U & The European Kidscreen Group. (2005). Health-related quality of life: Gender differences in childhood and adolescence. Social-and Preventive Medicine, 50,281–291. doi:10.1007/s00038-005-4094-2
   Google Scholar
• Byrne, B.M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2nd ed.). New York: Routledge.
   Google Scholar
• Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., …, & Verstuyf, J. (2014). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39,216–236. doi:10.1007/s11031-014-9450-1
   Web of Science ®Google Scholar
• Cheon, S. H., & Reeve, J. A. (2015). Classroom-based intervention to help teachers decrease students’ amotivation. Contemporary Education Psychology, 40,99–111. doi:10.1016/j.cedpsych.2014.06.004
   Web of Science ®Google Scholar
• De Meyer, J., Tallir, I. B., Soenens, B., Vansteenkiste, M., Aelterman, N., Speleers, L., Van den Berghe, & Haerens, L. (2014). Does observed controlling teaching behavior relate to students’ motivation in physical education? Journal of Educational Psychology, 106,541–554. doi:10.1037/a0034399
   Web of Science ®Google Scholar
• Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The self-determination theory perspective. Journal of Personality, 62,119–142. doi:10.1111/j.1467-6494.1994.tb00797.x
   PubMed Web of Science ®Google Scholar
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11,227–268. doi:10.1207/S15327965PLI1104_01
   Web of Science ®Google Scholar
• Deci, E. L., Schwartz, A. J., Sheinman, L., & Ryan, R. M. (1981). An instrument to assess adults' orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73,642–650. doi:10.1037/0022-0663.73.5.642
   Web of Science ®Google Scholar
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82,405–432. doi:10.1111/j.1467-8624.2010.01564.x
   PubMed Web of Science ®Google Scholar
• George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference, 17.0 update (10a ed.). Boston: Pearson.
   Google Scholar
• Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children's self-regulation and competence in school. Journal of Educational Psychology, 81,143–154. doi:10.1037/0022-0663.81.2.143
   Web of Science ®Google Scholar
• Gu, X., & Solmon, M. A. (2016). Motivational processes in children’s physical activity and health-related quality of life. Physical Education and Sport Pedagogy, 21,407–424. doi:10.1080/17408989.2015.1017456
   Web of Science ®Google Scholar
• Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015). 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, 16,26–36. doi:10.1016/j.psychsport.2014.08.013
   Web of Science ®Google Scholar
• Haerens, L., Vansteenkiste, M., De Meester, A., Delrue, J., Tallir, I., Broek, G. V., Goris, W., & Aelterman, N. (2017). Different combinations of perceived autonomy support and control: Identifying the most optimal motivating style. Physical Education and Sport Pedagogy, 23, 16–36. doi:10.1080/17408989.2017.1346070
   Web of Science ®Google Scholar
• Hagger, M. S., Biddle, S. J. H., Chow, E. W., Stambulova, N., & Kavussanu, M. (2003). Physical self-perceptions in adolescence: Generalizability of a hierarchical multidimensional model across three cultures. Journal of Cross-Cultural Psychology, 34,611–628. doi:10.1177/0022022103255437
   Web of Science ®Google Scholar
• Hagger, M. S., & Chatzisarantis, N. L. D. (2015). Self-determination theory. In M. Conner & P. Norman (Eds.), Predicting and changing health behaviour: Research and practice with social cognition models (3rd ed., pp.107–141). Maidenhead, UK: Open University Press.
   Google Scholar
• Hagger, M. S., & Chatzisarantis, N. L. D. (2016). The trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis. Review of Educational Research, 86,360–407. doi:10.3102/0034654315585005
   PubMed Web of Science ®Google Scholar
• Hair, J. F., Ringle, C. M., & Sarstedt, M. (2011). PLS-SEM: Indeed a silver bullet. Journal of Marketing Theory and Practice, 19,139–151.
   Google Scholar
• Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York, NY: Guilford Press. doi:10.1111/jedm.12050
   Google Scholar
• Hein, V., & Caune, A. (2014). Relationships between perceived teacher's autonomy support, effort and physical self-esteem. Kinesiology, 46(2), 44–52.
   Google Scholar
• Hein V., Koka A., & Hagger, S. M. (2015). Relationships between perceived teachers’ controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students. Journal of Adolescence; 42,103–114. doi:10.1016/j.adolescence.2015.04.003
   PubMed Web of Science ®Google Scholar
• Hoyt, L. T., Chase-Lansdale, L., McDade, T. W., & Adam, E. K. (2012). Positive youth, healthy adults: Does positive wellbeing in adolescence predict better perceived health and fewer risky health behaviors in young adulthood? Journal of Adolescent Health, 50,66–73. doi:10.1016/j.jadohealth.2011.05.002
   PubMed Web of Science ®Google Scholar
• Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6,1–55. doi:10.1080/10705519909540118
   Web of Science ®Google Scholar
• Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102,588–600. doi:10.1037/a0019682
   Web of Science ®Google Scholar
• Koka, A. (2014). The relative roles of teachers and peers on students' motivation in physical education and its relationship to self-esteem and health-related quality of life. International Journal of Sport Psychology, 45,187–213. doi:10.7352/IJSP2014.45.187
   Web of Science ®Google Scholar
• Laska, M. N., Larson, N. I., Neumark-Sztainer, D., & Story, M. (2010). Dietary patterns and home food availability during emerging adulthood: do they differ by living situation? Public Health Nutrition, 13,222–228. doi:10.1017/S1368980009990760
   PubMed Web of Science ®Google Scholar
• Leptokaridou, E. T., Vlachopoulos, S. P. & Papaioannou, A. G. (2016). Experimental longitudinal test of the influence of autonomy-supportive teaching on motivation for participation in elementary school physical education. Educational Psychology, 36,1138–1159. doi:10.1080/01443410.2014.950195
   Web of Science ®Google Scholar
• Madjar, N., Nave, A., & Hen, S. (2013). Are teachers’ psychological control, autonomy support and autonomy suppression associated with students’ goals? Educational Studies, 39 (1),43–55.
   Web of Science ®Google Scholar
• Mouratidis, A. A., Vansteenkiste, M., Sideridis, G., & Lens, W. (2011). Vitality and interest-enjoyment as a function of class-to-class variation in need-supportive teaching and pupils' autonomous motivation. Journal of Educational Psychology, 103,353–366. doi:10.1037/a0022773
   Web of Science ®Google Scholar
• Nelson, M. C., Story, M., Larson, N. I., Neumark-Sztainer, D., & Lytle, L. A. (2008). Emerging adulthood and college-aged youth: An overlooked age for weight-related behavior change. Obesity, 16,2205–2211. doi:10.1038/oby.2008.365
   PubMed Web of Science ®Google Scholar
• Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2009). The path taken: Consequences of attaining intrinsic and extrinsic aspirations in post-college life. Journal of Research in Personality, 43,291–306. doi:10.1016/j.jrp.2008.09.001
   Web of Science ®Google Scholar
• Ntoumanis, N. (2005). A prospective study of participation in optional school physical education using a self-determination theory framework. Journal of Educational Psychology, 97,444–453. doi:10.1037/0022-0663.97.3.444
   Web of Science ®Google Scholar
• Pelletier, L. G., Fortier, M. S., Vallerand, R. J., & Brière, N. M. (2001). Associations among perceived autonomy support, forms of self-regulation, and persistence: A prospective study. Motivation and Emotion, 25,279–306. doi:10.1023/A:1014805132406
   Web of Science ®Google Scholar
• Pelletier, L. G., Seguin-Levesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors. Journal of Educational Psychology, 94,186–196. doi:10.1037//0022-0663.94.1.186
   Web of Science ®Google Scholar
• Plant, R. W., & Ryan, R. M. (1985). Intrinsic motivation and the effects of self-consciousness, self-awareness, and ego-involvement – an investigation of internally controlling styles. Journal of Personality, 53,435–449.
   Web of Science ®Google Scholar
• Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. The Journal of Applied Psychology, 88,879–903. doi:10.1037/0021-9101.88.5.879
   PubMed Web of Science ®Google Scholar
• Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40,879–891. doi:10.3758/BRM.40.3.879
   PubMed Web of Science ®Google Scholar
• Preacher, K. J., Rucker, D. D., & Hayes, A. F. (2007). Addressing moderated mediation hypotheses: Theory, methods, and prescriptions. Multivariate Behavioral Research, 42,185–227. doi:10.1080/00273170701341316
   PubMed Web of Science ®Google Scholar
• Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy-supportive. Educational Psychologist, 44,159–175. doi:10.1080/00461520903028990
   Web of Science ®Google Scholar
• Reeve J., & Halusic, M. (2009). How K-12 teachers can put self-determination theory principles into practice. Theory and Research in Education, 7,145–154.
   Google Scholar
• Reeve J., & Jang, H. S. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology, 98,209–218. doi:10.1037/0022-0663.98.1.209
   Web of Science ®Google Scholar
• Reeve, J., & Tseng. C.-M. (2011). Cortisol reactivity to a teacher’s motivating style: the biology of being controlled versus supporting autonomy. Motivation and Emotion, 35,63–74. doi:10.1007/s11031-011-9204-2
   Web of Science ®Google Scholar
• Reeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S. H., Jang, H., Kaplan, H. Moss, J. D., Olaussen, B. S. & Wang, C. K. J. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion, 38,93–110. doi:10.1007/s11031-013-9367-0
   Web of Science ®Google Scholar
• Ryan, R. M., & Deci, E. L. (2000). The darker and brighter sides of human existence: Basic psychological needs as a unifying concept. Psychological Inquiry, 11,319–338. doi:10.1207/S15327965PLI1104_03
   Web of Science ®Google Scholar
• Ryan, R. M., & Deci, E. L. (2008). Self-determination theory and the role of basic psychological needs in personality and the organization of behavior. In O. P. John , R. W. Robbins & L. A. Pervin (Eds.), Handbook of personality Theory and research (pp.654–678). New York, NY: The Guilford Press.
   Google Scholar
• Ryan, R. M., & Deci, E. L. (2017). Self-determination theory. Basic psychological needs in motivation, development and wellness. New York, NY: Guilford Press.
   Google Scholar
• Sebire, S. J., Standage, M., & Vansteenkiste, M. (2009). Examining intrinsic versus extrinsic exercise goals: Cognitive, affective, and behavioral outcomes. Journal of Sport and Exercise Psychology, 31,189–210.
   PubMed Web of Science ®Google Scholar
• Sheldon, K. M., Elliot, A. J., Kim, Y., & Kasser, T. (2001). What's satisfying about satisfying events? Comparing ten candidate psychological needs. Journal of Personality and Social Psychology, 80,325–339.
   PubMed Web of Science ®Google Scholar
• Shephard, R., & Trudeau, F. (2000). The legacy of physical education: Influences on adult lifestyle. Pediatric Exercise Science, 12,34–50.
   Web of Science ®Google Scholar
• Shumaker, S. A., & Naughton, M. J. (1995). The international assessment of health-related quality of life: A theoretical perspective. In S. A. Shumaker , & R. A. Berzon , (Eds.), The International Assessment of Health-Related Quality of Life: Theory, Translation, Measurement and Analysis (pp.3–10). Oxford, UK: Rapid Communication.
   Google Scholar
• Silk, J. S., Morris, A. S., Kanaya, T., & Steinberg, L. (2003). Psychological control and autonomy granting: Opposite ends of a continuum or distinct constructs? Journal of Research on Adolescence, 13,113–128. doi:10.1111/1532-7795.1301004
   Web of Science ®Google Scholar
• Soenens, B., Sierens, E., Vansteenkiste, M., Dochy, F., & Goosens, L. (2012). Psychologically controlling teaching: Examining outcomes, antecedents, and mediators. Journal of Educational Psychology, 104,108–120. doi:10.1037/a0025742
   Web of Science ®Google Scholar
• Soenens, B., & Vansteenkiste, M. (2010). A theoretical upgrade of the concept of parental psychological control: proposing new insights on the basis of self-determination theory. Developmental Review, 30,74–99. doi:10.1016/j.dr.2009.11.001
   Web of Science ®Google Scholar
• Standage, M., Duda, J. L., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75,411–433. doi:10.1348/000709904X22359
   PubMed Web of Science ®Google Scholar
• Standage, M., & Gillison, F. (2007). Students' motivational responses toward school physical education and their relationship to general self-esteem and health-related quality of life. Psychology of Sport and Exercise, 8,704–721. doi:10.1016/j.psychsport.2006.12.004
   Web of Science ®Google Scholar
• Standage, M., Gillison, F. B., Ntoumanis, N., & Treasure, D. C. (2012). Predicting students’ physical activity and health-related well-being: A prospective cross-domain investigation of motivation across school physical education and exercise settings. Journal of Sport and Exercise Psychology, 34,37–60.
   PubMed Web of Science ®Google Scholar
• Stebbings, J., Taylor, I. M., Spray, C. M., & Ntoumanis, N. (2012). Antecedents of perceived coach interpersonal behaviors: The coaching environment and coach psychological well- and III-being. Journal of Sport and Exercise Psychology, 34,481–502.
   PubMed Web of Science ®Google Scholar
• Su, Y. L., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23 (1),159–188. doi:10.1007/s10648-010-9142-7
   Web of Science ®Google Scholar
• Tessier, D., Sarrazin, P., & Ntoumanis, N. (2008). The effects of an experimental programme to support students’ autonomy on the overt behaviours of physical education teachers. European Journal of Psychology of Education, 23,239–253.
   Web of Science ®Google Scholar
• Tilga, H., Hein, V., & Koka, A. (2017). Measuring the perception of the teachers’ autonomy-supportive behavior in physical education: Development and initial validation of a multi-dimensional instrument. Measurement in Physical Education and Exercise Science, 4,244–255. doi:10.1080/1091367X.2017.1354296
   Google Scholar
• Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23,263–280.
   Google Scholar
• Vansteenkiste, M., Simons, J., Lens, W., et al. (2005). Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents’ academic achievement. Child Development, 76,483–501.
   PubMed Web of Science ®Google Scholar
• Varni, J. W., Seid, M., & Kurtin, P. S. (2001). PedsQL (TM) 4.0: Reliability and validity of the pediatric Quality of Life Inventory (TM) version 4.0 Generic Core Scales in healthy and patient populations. Medical Care, 39,800–812. doi:10.1097/00005650-200108000-00006
   PubMed Web of Science ®Google Scholar
• Viira, R., & Koka, A. (2011). Health-related quality of life of Estonian adolescents: Reliability and validity of the PedsQL™ 4.0 Generic Core Scales in Estonia. Acta Paediatrica, 100,1043–1047. doi:10.1111/j.1651-2227.2011.02193.x
   PubMed Web of Science ®Google Scholar