A needs-supportive intervention to help PE teachers enhance students' prosocial behavior and diminish antisocial behavior

Abstract

Objectives: Grounded in self-determination theory, we implemented an autonomy-supportive intervention program (ASIP) to help physical education (PE) teachers become more autonomy-supportive and less controlling toward their students. We tested whether such changes in teachers' classroom motivating styles could promote students' prosocial behaviors and diminish their antisocial behaviors. Design:We used an experimental research design to manipulate teachers' motivating style and a three-wave longitudinal design to assess the student-reported dependent measures. Method:We randomly assigned PE teachers (8 women, 25 men; 15 middle, 18 high school)to participate or not in the ASIP. At mid-semester, classroom observers rated teachers' autonomy-supportive and controlling instructional behaviors. At the end of the semester, teachers rated their students' prosocial and antisocial behaviors. At the beginning, middle, and end of the semester, the 1,824 students of these teachers completed measures of need satisfaction, need frustration, prosocial behavior, and antisocial behavior.Results: ASIP participation increased teachers' autonomy support, students' need satisfaction, and students' prosocial behavior, and it decreased teachers' control, students' need frustration, and students' antisocial behavior. Multilevel structural equation modeling showed that these intervention-enabled increases in students' need satisfaction longitudinally increased their prosocial behavior, while intervention-enabled decreases in students' need frustration longitudinally decreased their antisocial behavior and acceptance of cheating.Conclusion: ASIP-enabled student benefits extend beyond previously-documented personal adjustment gains (e.g., engagement, learning) to include social adjustment gains as well.

Prosocial and antisocial behaviour in sport

“…Specifically, an autonomy-supportive coaching climate was inversely associated with antisocial behaviour toward both teammates and opponents (Hodge & Lonsdale, 2011), while an autonomy-supportive teammate environment negatively predicted antisocial teammate (but not opponent) behaviour (Hodge & Gucciardi, 2015). Finally, in the Autonomy-Supportive Intervention Program implemented with PE teachers (Cheon et al, 2018), students of teachers who took part in the programme reported a decrease in their antisocial behaviour over time; these decreases were attributed to declines in psychological need frustration.…”

“…In an important intervention study, Cheon, Reeve, and Ntoumanis (2018) implemented an Autonomy-Supportive Intervention Program (ASIP) to help physical education (PE) teachers become more autonomy-supportive and less controlling toward their students and examined whether changes in teaching styles influence students' behaviours during PE. Teachers who took part in the programme increased their autonomy support, and their students experienced greater need satisfaction and engaged in more prosocial behaviours.…”

“…linked with AB teammate and opponent(rs = .29, .35); openness to change linked to AB opponent (r = .24). Relationship between self-enhancement and AB opponent stronger when greater parental teammate (r = −.19)Cheon et al (2018) Intervention aimed to promote autonomy support in PE teachers (N = 33); students (N = 1824) completed measures three times Autonomy-Supportive Intervention Program predicted decreases in students' end-of-semester AB (r = −.27); this explained by decreased mid-semester need frustrationCoach sportsmanship behaviourBolter and Kipp(2018)Cross-sectional; youth team sport players (N = 246) Link with AB opponent (r = −.19 to −.22); mediation via coach relatedness teammate (r = −.32) and opponent (r = −.27) Kavussanu et al (2015) Cross sectional; team sport players; Study 1 (N = 866), Study 2 (N = 246) Link with AB teammate and opponent (rs = −.33 to −.49) Shields et al (2018) Cross-sectional; intercollegiate student athletes (N = 1066) Link with AB (r = −.28)…”

Motivational Variables to Predict Autotelic Experience and Enjoyment of Students. Analysis in Function of Environment and Sports Practice

“…Various studies have shown a positive relationship between the satisfaction of the BPN and self-determined motivation [13,[22][23][24], as well as between more self-determined motivation and autotelic experience [25][26][27]. Similarly, it has been shown that a climate of support for autonomy is beneficial for students, as it increases their perception of autonomy [28,29]; is related to the satisfaction of the BPN [30][31][32]; produces benefits in motivation and well-being [33]; and increases enjoyment in PE classes [34,35] and the development of life skills [36], thus favouring self-determined motivation and the intention to continue carrying out physical activity [18].…”

Evaluación del Impacto del Modelo Acción Docente como Alternativa Pedagógica para el Manejo del Trastorno Disocial Escolar desde la Perspectiva Humanística

“…En referencia a estos hechos, la Unidad Educativa "Alto Barinas Norte" ubicada en la ciudad de Barinas, parroquia Alto Barinas, municipio Barinas del estado Barinas, Venezuela, se observó una situación similar vinculada con este tipo de trastorno a nivel individual y grupal en los jóvenes estudiante de educación secundaria. Tal es el caso, Ornelas et al, (2012) ;Cheon, et al, (2018) manifiestan la presencia de agresividad entre los mismos estudiantes involucran a miembros de otros niveles de la institución, poniéndose de manifiesto amenazas, agresiones físicas y el incumplimiento a las normas de convivencia escolar, considerando las definiciones dadas de trastorno disocial, tales expresiones conductuales fueron asumidas como síntomas o probables manifestaciones de este tipo. En tal sentido, la acción docente Bradfield et al, (2015), se refiere a la enseñanza apoyada en el aprendizaje acción.…”