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Teachers’ Psychological Needs Satisfaction and Thwarting: Can They Explain Students’ Behavioural Engagement in Physical Education? A Multi-Level Analysis

Author

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  • Javier Coterón

    (Departamento de Ciencias Sociales de la Actividad Física, del Deporte y del Ocio, Facultad de Ciencias de la Actividad Física y del Deporte—INEF, Universidad Politécnica de Madrid, 28040 Madrid, Spain)

  • Evelia Franco

    (Departamento de Educación, Métodos de Investigación y Evaluación, Facultad de Ciencias Sociales y Humanas, Universidad Pontificia Comillas, 28049 Madrid, Spain)

  • Carmen Ocete

    (Departamento de Educación, Métodos de Investigación y Evaluación, Facultad de Ciencias Sociales y Humanas, Universidad Pontificia Comillas, 28049 Madrid, Spain)

  • Javier Pérez-Tejero

    (Cátedra “Fundación Sanitas” de Estudios sobre Deporte Inclusivo, Facultad de Ciencias de la Actividad Física y del Deporte—INEF, Universidad Politécnica de Madrid, 28040 Madrid, Spain)

Abstract

Students’ engagement in Physical Education has been linked to several adaptive consequences. Even though the existing literature suggests that perceived autonomy support can predict engagement, research is scarce on how teachers’ antecedents might influence this behavioural outcome. This study sought to compare the influence of teachers’ basic psychological needs’ satisfaction and basic psychological needs’ thwarting on students’ behavioural engagement and on the relationship between perceived autonomy-support and the students’ behavioural engagement. The sample included 29 Physical Education teachers and 644 students who were taught by the participants teachers. Data were collected using both paper and online surveys and they were analysed using multilevel modelling techniques. The results revealed that, while teachers’ autonomy satisfaction might be significant in the explanation of students’ engagement (β = 0.33, p < 0.01), it seems that needs thwarting could be a better predictor of this outcome (β autonomy thwarting = −0.17, p < 0.01; β competence thwarting = −0.06, p < 0.05). These findings suggest the impact of certain external pressures on teachers’ practices which, in turn, might affect students’ behavioural outcomes.

Suggested Citation

  • Javier Coterón & Evelia Franco & Carmen Ocete & Javier Pérez-Tejero, 2020. "Teachers’ Psychological Needs Satisfaction and Thwarting: Can They Explain Students’ Behavioural Engagement in Physical Education? A Multi-Level Analysis," IJERPH, MDPI, vol. 17(22), pages 1-15, November.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:22:p:8573-:d:447359
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    Citations

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    Cited by:

    1. Roselyn J. Lee-Won & Inyoung Jang & Hyun-Suk Kim & Sung-Gwan Park, 2022. "The Relationship between Future Anxiety Due to COVID-19 and Vigilance: The Role of Message Fatigue and Autonomy Satisfaction," IJERPH, MDPI, vol. 19(3), pages 1-16, January.
    2. Omiros Vlachos & Athanasios G. Papaioannou, 2023. "Multidimensional Motivational Climate Questionnaire in Physical Education at the Situational Level of Generality (MUMOC-PES)," IJERPH, MDPI, vol. 20(5), pages 1-16, February.
    3. Qi Guo & Shamsulariffin Samsudin & Xiaoming Yang & Jianxin Gao & Mohd Aswad Ramlan & Borhannudin Abdullah & Noor Hamzani Farizan, 2023. "Relationship between Perceived Teacher Support and Student Engagement in Physical Education: A Systematic Review," Sustainability, MDPI, vol. 15(7), pages 1-18, March.
    4. Antonio Baena-Extremera & Pedro Jesús Ruiz-Montero & David Hortigüela-Alcalá, 2021. "Neuroeducation, Motivation, and Physical Activity in Students of Physical Education," IJERPH, MDPI, vol. 18(5), pages 1-5, March.
    5. Alba González-Peño & Evelia Franco & Javier Coterón, 2021. "Do Observed Teaching Behaviors Relate to Students’ Engagement in Physical Education?," IJERPH, MDPI, vol. 18(5), pages 1-13, February.

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