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When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students

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dc.contributor.authorCheon, Sung Hyeon-
dc.contributor.authorReeve, Johnmarshall-
dc.contributor.authorVansteenkiste, Maarten-
dc.date.accessioned2021-08-31T04:49:52Z-
dc.date.available2021-08-31T04:49:52Z-
dc.date.created2021-06-19-
dc.date.issued2020-04-
dc.identifier.issn0742-051X-
dc.identifier.urihttps://scholar.korea.ac.kr/handle/2021.sw.korea/56789-
dc.description.abstractIn two experimentally-based and longitudinally-designed studies, secondary-level PE teachers were randomly assigned to participate or not in a new intervention to help them learn all of the following: support autonomy, provide structure, and provide structure in an autonomy-supportive way. In Study 1, teachers who participated in the intervention showed longitudinal gains in all five hypothesized teacher benefits (e.g., teaching efficacy, job satisfaction). In Study 2, students of teachers who participated in the intervention showed longitudinal gains in all four hypothesized student benefits (e.g., classroom engagement, skill development). Overall, teachers and students benefited after teachers provided structure in an autonomy-supportive way. (c) 2019 Elsevier Ltd. All rights reserved.-
dc.languageEnglish-
dc.language.isoen-
dc.publisherPERGAMON-ELSEVIER SCIENCE LTD-
dc.subjectPHYSICAL-EDUCATION TEACHERS-
dc.subjectCHANGE-ORIENTED FEEDBACK-
dc.subjectINTRINSIC MOTIVATION-
dc.subjectFOCUSED INTERVENTION-
dc.subjectNEED SATISFACTION-
dc.subjectMEDIATING ROLE-
dc.subjectENGAGEMENT-
dc.subjectBEHAVIOR-
dc.subjectSPORT-
dc.subjectGOAL-
dc.titleWhen teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students-
dc.typeArticle-
dc.contributor.affiliatedAuthorCheon, Sung Hyeon-
dc.identifier.doi10.1016/j.tate.2019.103004-
dc.identifier.scopusid2-s2.0-85079434362-
dc.identifier.wosid000525793000013-
dc.identifier.bibliographicCitationTEACHING AND TEACHER EDUCATION, v.90-
dc.relation.isPartOfTEACHING AND TEACHER EDUCATION-
dc.citation.titleTEACHING AND TEACHER EDUCATION-
dc.citation.volume90-
dc.type.rimsART-
dc.type.docTypeArticle-
dc.description.journalClass1-
dc.description.journalRegisteredClassssci-
dc.description.journalRegisteredClassscopus-
dc.relation.journalResearchAreaEducation & Educational Research-
dc.relation.journalWebOfScienceCategoryEducation & Educational Research-
dc.subject.keywordPlusPHYSICAL-EDUCATION TEACHERS-
dc.subject.keywordPlusCHANGE-ORIENTED FEEDBACK-
dc.subject.keywordPlusINTRINSIC MOTIVATION-
dc.subject.keywordPlusFOCUSED INTERVENTION-
dc.subject.keywordPlusNEED SATISFACTION-
dc.subject.keywordPlusMEDIATING ROLE-
dc.subject.keywordPlusENGAGEMENT-
dc.subject.keywordPlusBEHAVIOR-
dc.subject.keywordPlusSPORT-
dc.subject.keywordPlusGOAL-
dc.subject.keywordAuthorAutonomy support-
dc.subject.keywordAuthorIntervention-
dc.subject.keywordAuthorMotivating style-
dc.subject.keywordAuthorNeed satisfaction-
dc.subject.keywordAuthorStructure-
dc.subject.keywordAuthorTeaching efficacy-
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