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    The effect of an intervention to improve newly qualified teachers' interpersonal style, students motivation and psychological need satisfaction in sport-based physical education

    Access Status
    Fulltext not available
    Authors
    Tessier, D.
    Sarrazin, P.
    Ntoumanis, Nikos
    Date
    2010
    Type
    Journal Article
    
    Metadata
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    Citation
    Tessier, D. and Sarrazin, P. and Ntoumanis, N. 2010. The effect of an intervention to improve newly qualified teachers' interpersonal style, students motivation and psychological need satisfaction in sport-based physical education. Contemporary Educational Psychology. 35 (4): pp. 242-253.
    Source Title
    Contemporary Educational Psychology
    DOI
    10.1016/j.cedpsych.2010.05.005
    ISSN
    0361-476X
    School
    School of Psychology and Speech Pathology
    URI
    http://hdl.handle.net/20.500.11937/38009
    Collection
    • Curtin Research Publications
    Abstract

    Recent developments in self-determination theory research in the educational setting (e.g., Reeve, Deci, & Ryan, 2004), suggest that teachers' interpersonal style should be considered as consisting of three dimensions: autonomy support, structure and interpersonal involvement. Based on this theoretical proposition, the purpose of the present study was to test the effects of a training program for three physical education newly qualified teachers on the aforementioned teachers' overt behaviors and students' psychological needs satisfaction, self-determined motivation and engagement in sport-based physical education. After a baseline period of four lessons, the teachers attended an informational session on adaptive student motivation and how to support it. The training program also included individualized guidance during the last four lessons of the cycle. Results revealed that from pre- to post-intervention: (1) teachers managed to improve their teaching style in terms of all three dimensions, and (2) students were receptive to these changes, as shown by increases in their reported need satisfaction, self-determined motivation and engagement in the class. © 2010 Elsevier Inc.

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