Student (dis)engagement and need-supportive teaching behavior: a multi-informant and multilevel approach

Starting from self-determination theory, we explored whether student engagement/disengagement relates to teachers' need support and whether this relationship is moderated by teachers' causality orientations. A sample of 2004 students situated in 127 classes taught by 33 physical education...

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Bibliographic Details
Published in:Journal of sport & exercise psychology 2015-08, Vol.37 (4), p.353-366
Main Authors: Van den Berghe, Lynn, Tallir, Isabel B, Cardon, Greet, Aelterman, Nathalie, Haerens, Leen
Format: Article
Language:English
Subjects:
Adult
Causality
Child
Child Behavior - psychology
Faculty
Female
Humans
Interpersonal Relations
Male
Middle Aged
Perceptions
Personal Autonomy
Physical Education and Training
Physical education teachers
Schools
Sports psychology
Student behavior
Students - psychology
Teacher attitudes
Teaching - standards
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Summary:Starting from self-determination theory, we explored whether student engagement/disengagement relates to teachers' need support and whether this relationship is moderated by teachers' causality orientations. A sample of 2004 students situated in 127 classes taught by 33 physical education teachers participated in the study. Both teachers and students reported on students' (dis)engagement, allowing investigation of the proposed relationships both at the student and teacher level. Most of the variance in need support was at the student level, but there was also between-teacher and between-class variance in need support. Engagement related to more need support, but only at the student level. In total, few moderation effects were found. Teachers with a relatively low controlled orientation were more need supportive when perceiving their students as emotionally and behaviorally engaged. By making teachers aware of these dynamics, automatic responses to student engagement can be better thought out. Recommendations for future research are discussed.
ISSN:0895-2779
1543-2904
DOI:10.1123/jsep.2014-0150