The relations of teachers’ interpersonal behaviors with students’ well-being motives, basic psychological need satisfaction, engagement and well-being in students in college physical education

Articles in Press

Document Type : Original Article

Authors

1 Department of Motor Behavior, Faculty of Physical Education and Sport Science, University of Tabriz

2 PhD , Departement of Motor Behavior/Faculty of Physical Education and Sports Sciences/ University of Tabriz, /Tabriz/ Iran

10.22034/mmbj.2025.64448.1134

Abstract

According to self-determination theory, students’ well-being motives generally considered as a way to experience their well-being, that it can be determined by teachers’ interpersonal behaviors. The present research aimed to examine students’ perceptions of teachers’ need-supportive and need-thwarting on students’ hedonic and eudaimonic motives for activities, basic psychological need satisfaction and need frustration, well and ill-being, and engagement and disengagement in college physical education programs. To do this, 388 college students participated in this study and filled out teachers’ interpersonal behaviors, hedonic and eudaimonic motives for activities, vitality, depression, and (dis)engagement questionnaires. Pearson correlation, multivariate Analysis of Variances, and latent profile analysis were used. Compared to students who perceived their teachers as highly need thwarting, students who perceived their teacher as need support reported higher need satisfaction (p < .001), eudaimonic motive (p < .01), subjective vitality (p < .001), and engagement in physical education lessons (p < .001). Findings supported our expectation and the self-determination theory tenets in college physical education programs. Teachers’ need-supportive behaviors could consider as an effective teaching approach on students’ positive outcomes in college physical education.

Keywords

Main Subjects

Mind, Movement, and Behavior

Articles in Press, Accepted Manuscript
Available Online from 04 January 2025

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History

  • Receive Date: 10 November 2024
  • Revise Date: 15 December 2024
  • Accept Date: 04 January 2025

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