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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*

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    Hamilton157502.pdf (325.7Kb)
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    Accepted Manuscript (AM)
    Author(s)
    Tilga, Henri
    Hein, Vello
    Koka, Andre
    Hamilton, Kyra
    Hagger, Martin S
    Griffith University Author(s)
    Hamilton, Kyra
    Year published
    2019
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    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’ ...
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    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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    Journal Title
    Educational Psychology
    DOI
    https://doi.org/10.1080/01443410.2018.1546830
    Copyright Statement
    © 2018 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Educational Psychology on 18 Jan 2019, available online: https://doi.org/10.1080/01443410.2018.1546830
    Subject
    Specialist studies in education
    Psychology
    Cognitive and computational psychology
    Publication URI
    http://hdl.handle.net/10072/382851
    Collection
    • Journal articles

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