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A person-centred approach to understanding dark-side antecedents and students’ outcomes associated with physical education teachers’ motivation

journal contribution
posted on 14.09.2021, 10:35 by Evelia Franco, Javier Coterón, Valeria Gómez, Christopher SprayChristopher Spray
The present study firstly establishes physical education (PE) teachers’ motivational profiles based on their autonomous motivation, controlled motivation and amotivation and, secondly, investigates how different PE teachers’ motivational profiles differ in terms of certain maladaptive antecedents (i.e. psychological need frustration, pressures perceived at work and burnout). It also addresses the differences in their students’ perception of autonomy support, psychological need satisfaction and autonomous motivation. A total of 105 PE teachers and their 2164 students completed validated questionnaires. Four profiles were retained in the cluster analysis. Results showed that teachers who were high on autonomous motivation displayed the most optimal pattern of outcomes, whereas teachers who were high on amotivation showed the opposite pattern. Analysis of the established profiles suggested that the experience of controlled motivation was linked with maladaptive outcomes among both teachers and students. Implications for educational policy and practice are discussed.

Funding

Universidad Pontificia Comillas

History

School

  • Sport, Exercise and Health Sciences

Published in

Psychology of Sport and Exercise

Volume

57

Publisher

Elsevier

Version

AM (Accepted Manuscript)

Rights holder

© Crown. Published by Elsevier

Publisher statement

This paper was accepted for publication in the journal Psychology of Sport and Exercise and the definitive published version is available at https://doi.org/10.1016/j.psychsport.2021.102021

Acceptance date

23/07/2021

Publication date

2021-07-24

Copyright date

2021

ISSN

1469-0292

Language

en

Depositor

Dr Christopher Spray. Deposit date: 8 September 2021

Article number

102021