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

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    HeinPUB1025.pdf (549.6Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Hein, Vello
    Koka, Andre
    Hagger, Martin S
    Griffith University Author(s)
    Hagger, Martin S.
    Year published
    2015
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    Abstract
    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 ...
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    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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    Journal Title
    Journal of Adolescence
    Volume
    42
    DOI
    https://doi.org/10.1016/j.adolescence.2015.04.003
    Copyright Statement
    © 2015 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
    Subject
    Other psychology not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/171879
    Collection
    • Journal articles

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