Show simple item record

dc.contributor.authorTilga, Henri
dc.contributor.authorHein, Vello
dc.contributor.authorKoka, Andre
dc.contributor.authorHamilton, Kyra
dc.contributor.authorHagger, Martin S
dc.date.accessioned2019-06-19T13:03:28Z
dc.date.available2019-06-19T13:03:28Z
dc.date.issued2019
dc.identifier.issn0144-3410
dc.identifier.doi10.1080/01443410.2018.1546830
dc.identifier.urihttp://hdl.handle.net/10072/382851
dc.description.abstractStudents’ 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherTaylor & Francis Online
dc.relation.ispartofjournalEducational Psychology
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchCognitive and computational psychology
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode52
dc.subject.fieldofresearchcode5204
dc.titleThe role of teachers’ controlling behaviour in physical education on adolescents’ health-related quality of life: test of a conditional process model*
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 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
gro.hasfulltextFull Text
gro.griffith.authorHamilton, Kyra


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record