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    Relationships between perceived teachers' controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students

    230859_230859.pdf (545.5Kb)
    Access Status
    Open access
    Authors
    Hein, V.
    Koka, A.
    Hagger, Martin
    Date
    2015
    Type
    Journal Article
    
    Metadata
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    Citation
    Hein, V. and Koka, A. and Hagger, M. 2015. Relationships between perceived teachers' controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students. Journal of Adolescence. 42: pp. 103-114.
    Source Title
    Journal of Adolescence
    DOI
    10.1016/j.adolescence.2015.04.003
    ISSN
    0140-1971
    School
    School of Psychology and Speech Pathology
    URI
    http://hdl.handle.net/20.500.11937/27932
    Collection
    • Curtin Research Publications
    Abstract

    © 2015 The Foundation for Professionals in Services for Adolescents. We tested a model of the associations between students' perceptions of their physical education teacher's controlling behaviour, perceptions of basic psychological need thwarting, anger and bullying behaviour. School students (N=602; M age=12.88, SD=1.37) from 10 schools completed measures of perceived teachers' controlling behaviour and perceived thwarting of the psychological needs for autonomy, competence, and relatedness in physical education context and self-reported bullying and anger. A well-fitting structural equation model demonstrated that students' perceptions of the negative conditional regard and intimidation exhibited by the teacher had significant indirect effect on students' feelings of anger and bullying behaviour through the perceived psychological need thwarting in physical education. Findings suggest that physical education teachers who avoid the use of negative conditional regard and intimidation in their classes have students who perceive less need thwarting and report less bullying behaviour.

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