Intervention-enabled autonomy-supportive teaching improves the PE classroom climate to reduce antisocial behavior |
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| Affiliation: | 1. Korea University, South Korea;2. Australian Catholic University, Australia;3. Pukyong National University, South Korea;1. Department of Psychology, Rowan University, USA;2. Department of Family Medicine, Rowan School of Osteopathic Medicine, USA;3. Department of Kinesiology, University of North Carolina-Greensboro, USA;1. Queensland University of Technology (QUT), Faculty of Health, School of Exercise and Nutrition Sciences. Victoria Park Road, Kelvin Grove, Queensland, 4059, Australia;2. National Rugby League, Sydney, Australia;1. Univeristy of South Florida, Tampa, Florida, USA;2. University of Alabama, Tuscaloosa, Alabama, USA;1. School of Exercise & Nutrition Sciences, Queensland University of Technology, Brisbane, Australia;2. Department of Human Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, the Netherlands;1. Faculty of Kinesiology, Sport, and Recreation, University of Alberta, 8831-116 Street, Edmonton, Alberta, T6G 2H9, Canada;2. Pavillon J.-Raymond Frenette, Centre de formation médicale du Nouveau-Brunswick, Université de Sherbrooke, Moncton, New Brunswick, E1A 3E9, Canada;3. Centre de recherche du centre hospitalier de l’Université de Montréal, Tour Saint-Antoine 850, rue Saint-Denis, Montréal, Québec, H2X 0A9, Canada;4. School of Human Kinetics, Faculty of Health Sciences, University of Ottawa, 125 University (MNT 339), Ottawa, Ontario, K1N 6N5, Canada |
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| Abstract: | BackgroundAutonomy-supportive teaching interventions enhance PE student outcomes. According to previous research, these benefits occur because autonomy-supportive teaching enhances students’ psychological needs, though they may also occur because such teaching enhances the classroom climate. The student benefit of interest was reduced classroom-wide antisocial behavior.ObjectivesWe predicted that teacher participation in the intervention would enhance both classroom climate and psychological needs assessed at the classroom level. We further predicted that improvements in the classroom climate would better explain decreased antisocial behavior.MethodUsing a cluster randomized control trial design with longitudinally-assessed dependent measures, we randomly assigned 49 physical education secondary-grade Korean teachers to participate (or not) in an autonomy-supportive teaching intervention (25 experimental, 24 control). The 1487 students in these 49 classrooms reported their individually-experienced need satisfaction and frustration and their classroom-level supportive climate, conflictual climate, and antisocial behavior across three waves.ResultsA series of doubly latent multilevel structural equation modeling analyses showed that, at the classroom level, (1) intervention-enabled autonomy-supportive teaching improved both students’ psychological needs (more satisfaction, β = 0.84; less frustration, β = −0.66) and the prevailing classroom climate (more supportive, β = 0.77; less conflictual, β = −0.68) and (2) the improved climate best explained why antisocial behavior declined (overall R2 = 0.86).ConclusionThese findings show the importance of incorporating classroom climate effects to understand why autonomy-supportive teaching interventions improve student outcomes. |
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| Keywords: | Antisocial behavior Autonomy support Classroom climate Doubly latent Self-determination theory |
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