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

    Access Status
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    Authors
    Tilga, H.
    Hein, V.
    Koka, A.
    Hamilton, K.
    Hagger, Martin
    Date
    2018
    Type
    Journal Article
    
    Metadata
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    Citation
    Tilga, H. and Hein, V. and Koka, A. and Hamilton, K. and Hagger, M. 2018. The role of teachers’ controlling behaviour in physical education on adolescents’ health-related quality of life: test of a conditional process model*. Educational Psychology. 39 (7): pp. 862-880.
    Source Title
    Educational Psychology
    DOI
    10.1080/01443410.2018.1546830
    ISSN
    0144-3410
    School
    School of Psychology
    URI
    http://hdl.handle.net/20.500.11937/74090
    Collection
    • Curtin Research Publications
    Abstract

    Students’ health-related quality of life (HRQoL) may depend on the extent to which the school environment fostered by their teacher is perceived as autonomy-supportive. We tested a conditional process model in a physical education context in which students’ perception of their teachers’ autonomy-supportive behaviour moderated the relationship between perceived controlling behaviour and HRQoL via need frustration. School students (N = 1042) completed self-report measures of perceived teachers’ autonomy support, perceived controlling behaviour, need frustration, and HRQoL. As predicted, the effect of perceived teachers’ controlling behaviour on HRQoL was mediated by need frustration. Perceived autonomy support did not moderate this indirect effect. Specifically, higher levels of autonomy support did not attenuate the indirect effect of perceived controlling behaviour on HRQoL through need frustration. Findings highlight the importance of minimizing controlling behaviour, rather than an exclusive focus on enhancing autonomy-supportive behaviour, to enhance students’ HRQoL.

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