How Physical Education Teachers’ Interpersonal Behaviour is Related to Students’ Health-Related Quality of Life
Year of publication
2020
Authors
Tilga, Henri; Hein, Vello; Koka, Andre; Hagger, Martin
Abstract
Grounded in self-determination theory (SDT), this cross-sectional study tested relations of students’ perceptions of autonomy-supportive and controlling behaviour from teachers in physical education with students’ health-related quality of life (HRQoL), and the potential role of students’ perceived need satisfaction and need frustration as a mediator of these relationships. School students (N = 1031) completed self-report measures of perceived autonomy support, perceived teachers’ controlling behaviour, students’ need satisfaction and need frustration, and HRQoL. Results indicated that students’ perceptions of autonomy support from teachers was positively associated with HRQoL through need satisfaction. Students’ perceptions of controlling behaviour from teachers was negatively related with HRQoL through need frustration. There was no significant association between autonomy support and need frustration, or between controlling behaviour and need satisfaction. Findings provide evidence that perceived autonomy support and controlling behaviour from the teacher in PE contributes to students’ HRQoL through unique pathways.
Show moreOrganizations and authors
University of Jyväskylä
Hagger Martin
Publication type
Publication format
Article
Parent publication type
Journal
Article type
Original article
Audience
ScientificPeer-reviewed
Peer-ReviewedMINEDU's publication type classification code
A1 Journal article (refereed), original researchPublication channel information
Publisher
Volume
64
Issue
5
Pages
661-676
ISSN
Publication forum
Publication forum level
2
Open access
Open access in the publisher’s service
No
Self-archived
Yes
Other information
Fields of science
Sport and fitness sciences; Psychology; Educational sciences
Keywords
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Publication country
United Kingdom
Internationality of the publisher
International
Language
English
International co-publication
Yes
Co-publication with a company
No
DOI
10.1080/00313831.2019.1595718
The publication is included in the Ministry of Education and Culture’s Publication data collection
Yes