Perceptions of Teachers’ Interpersonal Styles and Well-Being and Ill-Being in Secondary School Physical Education Students: The Role of Need Satisfaction and Need Frustration

Jingdong LIU*, Kimberley Bartholomew, Pak-Kwong CHUNG

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

21 Citations (Scopus)

Abstract

This study examined the associations among physical education students’ perceptions of their teachers’ autonomy-supportive and controlling interpersonal styles, need satisfaction and need frustration, and indices of psychological well-being (subjective vitality) and ill-being (negative affect). The results from 591 Chinese secondary school students in Hong Kong indicated that the relationship between students’ perceptions of autonomy-supportive teaching behaviors and subjective vitality was primarily mediated by need satisfaction, whereas the relationship between perceived controlling teaching behaviors and negative affect was primarily mediated by need frustration. The results obtained from the multi-group structural equation model also suggested that these relationships were invariant across sex.

Original languageEnglish
Pages (from-to)360-371
Number of pages12
JournalSchool Mental Health
Volume9
Issue number4
DOIs
Publication statusPublished - 1 Dec 2017

Scopus Subject Areas

  • Education
  • Developmental and Educational Psychology

User-Defined Keywords

  • Autonomy support
  • Control
  • Need frustration
  • Need satisfaction
  • Negative affect
  • Subjective vitality

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