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    Teacher-created social environment, basic psychological needs, and dancers' affective states during class: A diary study

    239479_239479.pdf (395.3Kb)
    Access Status
    Open access
    Authors
    Hancox, J.
    Quested, Eleanor
    Ntoumanis, Nikos
    Duda, J.
    Date
    2015
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Hancox, J. and Quested, E. and Ntoumanis, N. and Duda, J. 2015. Teacher-created social environment, basic psychological needs, and dancers' affective states during class: A diary study. Personality and Individual Differences. 115: pp. 137-143.
    Source Title
    Personality and Individual Differences
    DOI
    10.1016/j.paid.2016.03.033
    ISSN
    0191-8869
    School
    School of Psychology and Speech Pathology
    URI
    http://hdl.handle.net/20.500.11937/33859
    Collection
    • Curtin Research Publications
    Abstract

    Grounded in Basic Psychological Needs Theory (BPNT; Deci & Ryan, 2000) and drawing from Duda's (2013) conceptualisation of the teacher-created social environment as a multidimensional construct, this study examined, at the within-personal level, the interrelations between dancers' perceptions of teacher-created empowering and disempowering social environments, basic psychological needs and changes in dancers' affective states during class. Vocational dancers (n = 135) completed self-report measures before (affective states) and after (affective states, teacher-created social environment, basic need satisfaction/thwarting) dance technique classes for 5 consecutive days. Multivariate multilevel modelling analyses revealed basic need satisfaction to mediate the relation between dancers' perceptions of empowering environments and dancers' changes in positive affect during class. Basic need thwarting mediated the relation between disempowering environments and changes in dancers' negative affect during class. Findings support the tenets of BPNT at the inter-individual level, advancing current understanding of the social-psychological mechanisms that may underpin dancers' optimal and compromised functioning within classes.

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