Autonomy-supportive Behaviors Research Articles

A self-determination theory based investigation of life skills development in youth sport

ABSTRACT This study investigated if basic need satisfaction and frustration mediated the associations between autonomy-supportive and controlling coaching behaviours and participants’ development of eight different life skills in youth sport. British sports participants (N = 309, Mage = 14.71) completed measures assessing the study variables. Correlational analyses showed that autonomy-supportive coaching behaviours were positively associated with the satisfaction of participants’ three basic needs (autonomy, competence, and relatedness) and their development of all eight life skills, whereas controlling coaching behaviours were only positively related to the frustration of participants’ three basic needs. Mediational analyses revealed that satisfaction of all three basic needs combined (total need satisfaction) mediated the associations between autonomy-supportive coaching behaviours and participants’ development of the eight life skills. Relatedness satisfaction mediated the associations between autonomy-supportive coaching behaviours and participants’ development of all eight life skills except for goal setting; autonomy satisfaction mediated the associations between autonomy-supportive coaching behaviours and participants’ time management skills; and competence satisfaction mediated the associations between autonomy-supportive coaching behaviours and participants’ goal setting and emotional skills. Based on such findings, coaches should look to display autonomy-supportive behaviours that help to satisfy participants’ three basic psychological needs and promote their life skills development in sport.

The Link between Parenting Behaviors and Emerging Adults' Relationship Outcomes: The Mediating Role of Relational Entitlement.

Previous research shows a link between parenting and children’s characteristics and interpersonal behaviors. However, little is known about the ways in which parenting tactics affect children’s romantic relationships and whether the children’s characteristics can mediate these associations. With this study, the aim was to test the associations between parents’ helicopter parenting/autonomy-supportive behaviors and emergent adults’ relational satisfaction and couple conflict. In addition, it was tested whether the sense of relational entitlement (excessive and restricted) mediated the links. Two hundred and twelve emergent adult–parent dyads participated in this study. Mediation analyses showed that parental autonomy-supportive behaviors had indirect effects on both the relational satisfaction and the couple conflict reported by the emerging adults through excessive relational entitlement. The link was positive for the former couple-related outcome and negative for the latter one. Helicopter parenting was not related to any variable reported by the emerging adults. In conclusion, positive parenting can increase relational stability and well-being by diminishing some potentially negative psychological characteristics of emerging adults.

Parent Provision of Choice Is a Key Component of Autonomy Support in Predicting Child Executive Function Skills.

Although previous work has linked parent autonomy support to the development of children’s executive function (EF) skills, the role of specific autonomy-supportive behaviors has not been thoroughly investigated. We compiled data from four preschool-age samples in the Midwestern United States (N = 366; M age = 44.26 months; 72% non-Hispanic White, 19% Black/African American, 5% Multiracial) to examine three relevant autonomy-supportive behaviors (supporting competence, positive verbalizations, and offering choice) and their associations with child EF. We coded parent autonomy-supportive behaviors from a 10-min interaction between parent and child dyads working on challenging jigsaw puzzles together. Children completed a battery of EF. Overall, child EF was most consistently correlated with the offering choice subscale. Additionally, only the offering choice subscale predicted child EF while controlling for the other autonomy support subscales and child age. These results suggest that parent provision of choice is an especially relevant aspect of autonomy-supportive parenting and may be important to the development of EF in early childhood. Future research should directly measure children’s experience with choice and how it relates to emerging EF.

Psychological Effects of Motivational Aquatic Resistance Interval Training and Nutritional Education in Older Women.

Several studies have demonstrated the positive effects of physical exercise programs on physical and mental health throughout life. It is necessary to know the factors that contribute to the well-being of older adults in order to achieve healthy aging. The aim of this study was to evaluate the relationship between well-being perception and the use of autonomy supportive coaching behaviours across a motivational aquatic resistance interval training program. Thirty-four women over 65 years of age from the province of Alicante, Spain, participated, and were randomly assigned to: motivational aquatic resistance interval training group (MART; age: 69.6 ± 5.01 years, height: 1.62 ± 7.88 m, weight: 75.3 ± 12.8 kg) and control group (CG; age: 67.7 ± 3.60 years, height: 1.54 ± 5.47 m, weight: 66.9 ± 10.2 kg). The MART program was conducted for 14 weeks, with three training sessions/week. The CG did not perform any physical activity during the study. Perception of autonomy support was assessed through the Autonomy-Supportive Coaching Questionnaire (ASCQ), Psychological needs by the Basic Psychological Needs in Exercise Scale (BPNES), Intrinsic motivation to exercise was assessed through Intrinsic Motivation Inventory (IMI) and Perception of Physical Activity by the International physical activity questionnaire (IPAQ). In MART, compared to CG, significant differences were observed in BPNS, IMI and IPAQ questionnaires used, except in the ASCQ. The differences were significant in all three cases in BPNS (p < 0.05 in autonomy and competence and p = 0.001 in relationship with others), obtaining better scores after intervention than previously. As for the IMI scale, significant differences were also obtained in both subscales. The level of physical activity also improved significantly, with higher scores on the IPAQ after the intervention than before (p < 0.001). In conclusion, when practitioners perceive greater well-being, satisfaction of their basic psychological needs, greater self-selection, volition, and autonomy instead of pressure, demand and control, the result is better behaviour with greater psychological well-being, adherence and consequent health benefits.

Sustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning

The sustainable school is important in today’s education system to ensure the well-being of younger generations. This research work attempted to empirically test the different predictions of a sustainable school environment for secondary school students’ engagement in learning. The following objectives were formulated: to analyse the differences of sustainable school environment and engagement in learning based on gender and SES background; to analyse the relationship between sustainable school environment variables and engagement in learning; and to examine how sustainable school environment variables could predict students’ emotional and behavioural engagement. The research sample consisted of students from three districts of Lithuania with a disadvantaged SES context. We assessed the sustainable school environment variables and students’ emotional and behavioural engagement in learning with the What Is Happening in this Class? (WIHIC) questionnaire, a short form of the Learning Climate Questionnaire (LCQ), and the Student Engagement Scale. The results showed a statistically significant difference in behavioural engagement between boys and girls. There are no differences in sustainable school environment variables and engagement in relation to SES. Teachers’ autonomy supportive behaviour perceived by students has the strongest correlation with emotional and behavioural engagement in learning. Thus, in the Lithuanian schools surveyed, a sustainable school environment is developing.

Fostering Students' Autonomy and Engagement in EFL Classroom Through Proximal Classroom Factors: Autonomy-Supportive Behaviors and Student-Teacher Relationships.

Language learning achievement depends on student engagement which is at the center of attention these days. To assist students to become autonomous and independent learners, providing a social and supportive context is beneficial through autonomy-supportive and interaction. When learners are given the freedom to make choices about their education, they are likely to feel more enthusiastic and engaged. Moreover, learners' academic and social practices are largely influenced by educators, who play a major role as social agents and the function of the educators as the most dominant figures is the cornerstone of the language classroom. As there is a dearth of studies that have considered teachers and student interactions among all other effective issues and their significant effect on students' autonomy and engagement from the perspective of self-determination theory (autonomy support), the present review endeavors to focus on teacher-student interaction from the social perspective and their effects on student engagement in EFL classrooms. Subsequently, some implications are presented to elucidate the practice of teachers, students, teacher educators, materials developers.

Telecommuting during COVID 19: A Moderated-Mediation Approach Linking Job Resources to Job Satisfaction

The COVID-19 pandemic outbreak has led to sudden and significant changes in the work and family roles of the employees. Due to the unprecedentedness of the situation, academicians and practitioners have limited knowledge of the effect permanently working from home during this crisis can have on employees. Developing the role and work–life balance theories and using the job demands and resources model, the authors study the role of availability of job autonomy and family supportive supervisory behaviors (FSSBs) directly on work–life balance and indirectly on job satisfaction through work–life balance for Industry 4.0 based employees. Using work-to-family positive spillover (WFPS) as a first-level moderator and prior telecommuting experience (PTE) as a second-level moderator, the authors also check for the moderating effect on work–life balance and job satisfaction, respectively. The data were analyzed using CFA and SEM in AMOS v21.0 and model 21 in PROCESS Macro for SPSS. The study found that job autonomy and FSSBs have significant positive direct and indirect effects on work–life balance and job satisfaction, respectively, and these relationships are positively moderated by WFPS and PTE, respectively. The study focuses on the human factor of Industry 4.0, adds empirical insights to the work–family interface literature, and has implications that will help both employees and organizations during such critical times.

Web-Based and Face-To-Face Autonomy-Supportive Intervention for Physical Education Teachers and Students' Experiences.

The most of the previous autonomy-supportive interventions conducted have been partially effective and used only web-based or face-to-face approach. In the current study, a combined web-based and face-to-face intervention for physical education (PE) teachers was tested to examine whether it would lead to significant changes in students' self-reports of autonomy-supportive and controlling behaviours, psychological need satisfaction and frustration, and intrinsic motivation. Participants were 57 PE teachers (Mage = 45.70, SD = 12.79) and their 858 middle-school students (Mage = 13.22, SD = 0.75). A randomized controlled design was adopted in which PE teachers and their students were assigned to the combined face-to-face and web-based, face-to-face alone, web-based alone or control group. Face-to-face intervention was provided to PE teachers within one day in an 8-hour workshop and web-based intervention was provided to PE teachers for a period of four weeks. The combined face-to-face and web-based intervention group was the only study group that demonstrated statistically significant changes in all the study variables (i.e., significant increase in cognitive, organisational, and procedural autonomy-supportive behaviour, in psychological need satisfaction for autonomy, competence and relatedness, and in intrinsic motivation, whereas significant decrease in intimidation, controlling use of grades, and negative conditional regard, and in psychological need frustration for autonomy, competence, and relatedness) compared to the control group at a one-month follow-up. There were no significant differences in any of the study variable, except organisational autonomy support and intimidation, between the web-based intervention group and face-to-face intervention group. Both web-based and face-to-face study group students reported significant gains in most of the study variables compared to the control group students at a one-month follow-up. The current findings suggest that future autonomy-supportive interventions for PE teachers should aim to use combined interventions of face-to-face and web-based approach to gain the greatest intervention effects.

The association of education level with autonomy support, self-efficacy and health behaviour in patients with cardiovascular risk factors.

The study aimed to investigate whether the patients' education level affected the mediation effect of self-efficacy on the relationship between the autonomy-supportive healthcare climate and health behaviour among patients with cardiovascular risk factors. Autonomy and self-efficacy are identified as influential factors related to the behaviours of individuals with health problems. However, it is unclear whether autonomy support from healthcare providers affects health behaviour through self-efficacy and if patients' education level affects the association. A cross-sectional study. A convenience sample of 207 individuals with one or more cardiovascular diseases completed self-administered surveys including the healthcare climate questionnaire, self-efficacy scale and the engagement in health behaviour scale. Data were analysed using descriptive statistics, t test, Pearson's correlation coefficients and hierarchical regression analysis. All procedures of the study adhered to the STROBE guidelines. The influence of autonomy support from healthcare providers on self-efficacy differed by individuals' education level. Self-efficacy in less educated, but not highly educated individuals, tended to depend on the autonomy-supportive climate. Additionally, the autonomy-supportive healthcare climate affected health behaviour through self-efficacy only in less educated individuals. The relationship between autonomy support from healthcare providers and self-efficacy was more evident in the relatively less educated individuals. The associations among autonomy support, self-efficacy and health behaviour differed by patient education level, and the mediating role of self-efficacy on the relationship between autonomy-supportive climate and health behaviour was found only in those less educated. Healthcare providers should recognise the importance of supporting patients' need for autonomy to improve self-efficacy and healthy behaviour, particularly in less educated patients. Additionally, healthcare providers' support tailored to patients' needs and educational status should be highlighted.

The Influence of the Coach’s Autonomy Support and Controlling Behaviours on Motivation and Sport Commitment of Youth Soccer Players

The coach is one of the most influential agents in the sport commitment of youth players. Grounded in self-determination theory (SDT), numerous studies have examined the influence of the coach’s autonomy-supportive behaviours on athletes’ motivation. However, fewer studies have examined the influence of the coach’s controlling behaviours. The aim of this cross-sectional study was to analyse the influence of young soccer players’ perception of their coach’s autonomy-supportive and controlling behaviours on the satisfaction and frustration of their basic psychological needs (BPN) and sport commitment. A total of 203 soccer players (86% boys), aged 10–19 years (M = 14.88; SD = 1.54) participated. Coach autonomy support positively predicted BPN satisfaction which, in turn, positively explained sport commitment. Coach intimidation behaviours positively predicted BPN frustration, which, in turn, negatively explained sport commitment. In cross-relationships, autonomy support negatively explained BPN frustration, while intimidation behaviours and the controlling use of rewards negatively predicted BPN satisfaction. To conclude, these results suggest that it is important for the coach not only to support autonomy, but also to avoid the use of controlling behaviours, especially intimidation and controlling use of rewards, because of their influence on the motivational processes and sport commitment of youth soccer players.

Effects of an Intervention in Online Physical Education Classes on Motivation, Intention, and Physical Activity of Adolescents during the COVID-19 Pandemic

Background: An important issue for pediatric health is to understand how to enhance the level of physical activity of children and adolescents during the pandemic. The present study aimed to investigate the effects of a physical education- based online intervention on promoting motivation and physical activity of adolescents during the COVID-19 pandemic. Methods: The present study used an experimental design with pre-test and post-test conducted in Iran, 2020. The participants were 68 high school students who were randomly allocated into intervention and control groups. The participants of the intervention group were exposed to a three-month intervention based on Self-Determination theory within the online physical education classes while those in the control group followed their regular online physical education classes. Perceived autonomy support, motivation, intention, and physical activity behavior were measured using standard questionnaires. Independent t test and analysis of variance (ANOVA) were utilized to analyze the data. Results: The pre-test showed that the participants of both groups had similar perceived autonomy support, motivation, intention, and physical activity behavior at baseline. However, the participants in the intervention group reported higher perceived autonomy support (3.2 vs. 1.48, p <0.001), motivation (3.03 vs. 1.49, p <0.001), intention (2.75 vs. 1.51, p <0.001), and physical activity level (2.4 vs. 1.11, p <0.001) in the post-test in comparison to those in the control group. Conclusions: These results highlighted the importance of developing strategies in online physical education classes for improving motivation and physical activity level of adolescents during the COVID-19 pandemic.

Effects of a Web-Based Autonomy-Supportive Intervention on Physical Education Teacher Outcomes

The current study tested the efficacy of a web-based autonomy-supportive intervention program on changes in physical education (PE) teachers’ self-reports of autonomy support, psychological need satisfaction, intrinsic motivation, and teaching efficacy for students’ engagement. In this study, 101 secondary school PE teachers and their 652 students were randomized either to a web-based autonomy-supportive experimental group or to the control group. Manipulation checks indicated that the intervention was effective as students perceived the experimental group PE teachers as more autonomy-supportive and less controlling compared to the control group at the one-month follow-up. In the main analysis, results of the path analysis demonstrated direct effects of the intervention on changes in teachers’ self-reported autonomy-supportive behaviour, and on teaching efficacy for students’ engagement. There were also significant direct effects from changes in autonomy-supportive behaviour on changes in psychological need satisfactions, from psychological need satisfaction on intrinsic motivation, and from intrinsic motivation on teaching efficacy for students’ engagement. Finally, the intervention had an indirect effect on changes in teaching efficacy for students’ engagement via changes in teachers’ autonomy-supportive behaviour, psychological need satisfaction, and intrinsic motivation. These findings provided insight on the effects of a web-based autonomy-supportive intervention for PE teachers on several teachers’ outcomes in the context of PE.

تأثیر رفتارهای حمایتی استقلال مدرسان زبان بر آمادگی زبان آموزان برای کسب استقلال

The present study aimed to explore the effect of EFL teachers’ autonomy supportive behaviors on Iranian EFL learners’ readiness for autonomy. To this end, readiness for autonomy questionnaire (RFAQ) was administered to 240 intermediate EFL learners at five language institutes in Kermanshah, Iran. Then, the researchers trained four EFL teachers based on eight autonomy supportive strategies of self-determination theory (SDT) and devided the participants to two groups of 120 EFL learners. Afterwards, trained teachers attended their classes using the SDT autonomy-supportive strategies. RFAQ was administered to both experimental and control groups for the second time six months later after the experimental group experienced autonomy supportive behaviors. The data analyses revealed that EFL teachers’ autonomy supportive behaviors resulted in an improvement in the five domains determined in the learners’ questionnaire: learners’ acceptance of more responsibility, knowledge about themselves as learners, better knowledge of learning context, a better command of learning process, and more self-initiated learning activities. Implications are discussed.The present study aimed to explore the effect of EFL teachers’ autonomy supportive behaviors on Iranian EFL learners’ readiness for autonomy. To this end, readiness for autonomy questionnaire (RFAQ) was administered to 240 intermediate EFL learners at five language institutes in Kermanshah, Iran. Then, the researchers trained four EFL teachers based on eight autonomy supportive strategies of self-

Connections between Teachers’ Motivational Behaviour and School Student Engagement

Introduction. Teachers are invited to seek answers to many questions on their professional growth path. This article aims at drawing attention to their motivational behaviour in teaching school students. According to the theory of self-determination, appropriate motivating (that is, autonomy-supportive) behaviour of teachers can respond to a child’s essential psychological needs, and thus enable him or her to engage in the teaching and learning process. Therefore, the goal of this study is to examine the relationship between teachers’ motivational behaviour and student engagement. Method. The sample was composed of 687 students. Two measuring instruments were used: Learning Climate Questionnaire (LCQ) (Black &amp; Deci, 2000) and Student Engagement Scale (Lam et al., 2014). Descriptive statistics, t test, ANOVA, correlational analyses, and multiple linear regression analyses were used to analyse the data. Results. The research results suggest that teachers’ motivational behaviour (students’ perceived level of autonomy-supportive teaching) significantly predicts student engagement. The studied Lithuanian children are characterised by the same engagement as children from all over the world; they see the meaning of their work and focus on it. Discussion and Conclusion. The conducted research also confirms a universal trend that boys are less involved than girls, although there were no statistically significant differences in the perceived level of teachers’ autonomy-supportive behaviour (for boys and girls).

Relations between perceived teacher\u2019s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students

BackgroundBoredom during learning activities has the potential of impeding attention, motivation, learning and eventually achievement. Yet, research focusing on its possible antecedents seems to have received less attention especially within the physics domain. Based on assumptions of the Control Value Theory of Achievement Emotions (CVTAE), this study aimed at examining gender differences and structural relationships between students’ reported perceived teacher autonomy support (PTAS), cognitive appraisals (self-efficacy and task value) and learning-related boredom in physics. A sample of 375 (56% females) randomly selected 9th grade students (mean age = 15.03 years; SD = 1.02) from five secondary schools in Masaka district of Uganda took part in the study.ResultsData collected from students’ self-reports using standardised instruments revealed that higher levels of PTAS, self-efficacy, and task value were significantly associated with lower levels of boredom during physics learning. Females reported significantly greater task value for learning physics than the males. Self-efficacy (β = − .10, p < .05) and task value (β = − .09, p < .01) partially mediated the relationship between PTAS and boredom. PTAS showed significant direct negative contributions to boredom (β = − .34, p < .001).ConclusionThese findings provide support for theory and practice about the importance of promoting autonomy among students by adjusting instructional behaviours among teachers of physics. Teacher autonomy supportive behaviours influence formation of students’ beliefs about ability, subjective value and learning-related boredom in physics. Implications and suggestions for further research are also discussed in this paper.

Assessing the psychometric properties of mother and father forms of the helicopter parenting behaviors questionnaire in a Turkish sample

Helicopter parenting is defined as the behaviors of parents that include over-responsibility, control, and protection towards the life of their children. Helicopter parenting is a relatively new phenomenon in the literature and has a significant role in the lives of adolescents and emerging adults. Therefore, several self-reports assessing helicopter parenting have been developed and tested recently. One of these self-reports, the Helicopter Parenting Behaviors Questionnaire (HPBQ), was developed by Schiffrin et al. (2014) to evaluate perceived helicopter parenting and autonomy supportive behaviors of mothers. The current study aimed to examine the psychometric properties of the Turkish version of the HPBQ. The scale was also adapted separately for assessing perceived maternal and paternal helicopter parenting behaviors in the Turkish sample. Three hundred twenty-four college students (Nfemale = 165, Nmale = 157), aged between 17 and 27 years (M = 20.57, SD = 1.99), filled in HPBQ - Mother and Father Forms, Helicopter Parenting Instrument (HPI), Behavioral Control Scale-Youth Self Report (BCS-YSR), and Depression Anxiety Stress Scale (DASS). Results showed that the original two-factor structure (helicopter parenting and autonomy supportive behaviors) of the Mother and Father Forms of HPBQ are supported, and independent confirmatory factor analyses (CFA) indicated that the two-factor structure of the questionnaire fits the data reasonably well. The Turkish version of HPBQ demonstrated convergent and divergent validity, as well as satisfactory internal consistency. The two forms of the questionnaire allow us to evaluate differences between maternal and paternal parenting styles in helicopter parenting and conduct cross-cultural research.

Maternal Autonomy Support and Children’s Social Competencies, Academic Skills, and Persistence: Social Determinants and Mediation

Drawing on self-determination theory, family stress theory, and the social determinants of health framework, the current study sought to evaluate direct and indirect relationships among socioeconomic status (maternal education and income), parenting stress, autonomy supportive parenting behavior, and children’s positive outcomes (e.g., social competences, academic skills, and persistence) using a racially diverse sample from low-income backgrounds. Using data on 2233 children collected at birth (T1), age 5 (T2) and age 9 (T3) as part of the Fragile Families and Child Wellbeing study, a structural equation model was tested in MPlus. Associations among main constructs were tested in a single structural model and mediation effects were subsequently evaluated using a bias-corrected bootstrap method. Autonomy supportive parenting was directly and positively associated with all three positive outcomes evaluated in children (e.g., social competences, academic skills, and persistence). Maternal education at child’s birth was directly related to autonomy supportive parenting, and maternal income at birth was indirectly associated with autonomy supportive parenting through the mediating mechanism of maternal parenting stress. Autonomy supportive parenting was also found to mediate associations between parenting stress and children’s social competences, academic skills, and persistence. Parenting education and intervention programs that focus on teaching parents how to avoid or manage stress and be autonomy supportive may benefit children’s positive development. It is also important, however, for policy makers, educators, and practitioners who work with parents to recognize the impact of socioeconomic constraints that may impact parenting behaviors and choices.

Parenting and Child Personality as Modifiers of the Psychosocial Development of Youth with Cerebral Palsy.

This two-year longitudinal study addressed the joint contribution of parent-rated parenting behaviors and child personality on psychosocial outcomes in 118 families of children with Cerebral Palsy (M age Time 1 = 10.9yearsold, 64.4% boys). Latent change modeling revealed intra-individual changes in children's psychosocial development as internalizing and externalizing behaviors increased from the first to the second assessment and psychosocial strengths increased from the second to the third assessment, whereas externally controlling and autonomy-supportive parenting behavior remained stable over time. Externally controlling parenting related to higher levels of, and increases in behavioral problems, with these associations being most pronounced among children low on Extraversion, Conscientiousness, or Imagination. Autonomy-supportive parenting related to higher levels of psychosocial strengths, with this association being most pronounced among children high on Emotional Stability.

Exploring the Relationships of Autonomy- supportive Climate, Psychological Need Satisfaction and Thwarting with Students’ Self-talk in Physical Education

Aims: Based on the framework of the Self-determination Theory and focusing on the theory of Basic Psychological Needs, we explored the relationships between Physical Education (PE) teachers’ autonomy-supportive behaviors and students’ need satisfaction, need thwarting, and self-talk during the PE lesson.&#x0D; Methodology: Participants were 544 primary and secondary education Greek students (aged from 12 to 15 years), from nine elementary schools (n = 259) and eight secondary schools (n = 285) in central Greece, who completed a multi-section questionnaire.&#x0D; Results: Results revealed that PE teachers’ autonomy-supportive climate and need satisfaction was positively associated with positive self-talk and negatively associated with negative self-talk, whereas need thwarting was positively related to negative self-talk and negatively related to positive self-talk. Regression analyses revealed that autonomy-supportive climate and competence need thwarting were significant predictors (positive and negative, respectively) of students’ positive self-talk. Furthermore, autonomy and relatedness need satisfaction were negative predictors, whereas competence and relatedness need thwarting were positive predictors of students’ negative self-talk. &#x0D; Conclusion: Overall, the findings suggest that when PE teachers create a class environment that supports students’ autonomy and the satisfaction of their BPN, while at the same prevents need thwarting, they can positively influence students’ self-talk.

The role of perceived coaching behaviours on sport performance among female aesthetic group gymnasts

This study aimed to test the relations of perceived autonomy-supportive and controlling behaviours from coaches with athletes’ sport performance during competition in a context of female aesthetic group gymnastics. In line with self-determination theory, it was expected that the sequence of perceived psychological needs satisfaction and autonomous motivation, and psychological needs frustration and controlled motivation would mediate these relationships. Female aesthetic group gymnasts (n=128) ages 11–20 years completed self-report measures of perceived autonomysupportive and controlling behaviours from coaches, athletes’ needs satisfaction and needs frustration, including the need for novelty, as well as athletes’ autonomous and controlled motivation. Athletes’ objective performance during the competition was also obtained. Results from the single-indicator structural equation modelling analyses revealed a positive, indirect relationship between perceived autonomy-supportive behaviour from coaches and athletes’ performance mediated by the sequence of needs satisfaction and autonomous motivation. Significant indirect relationship between perceived controlling behaviour from coaches and athletes’ performance mediated by the sequence of needs frustration and controlled motivation was not followed. However, a negative direct relationship of controlled motivation, instigated by needs frustration, on athletes’ performance was evident. Findings suggest that perceived autonomy-supportive behaviour from coaches is an essential antecedent to athletes’ performance in a female aesthetic group gymnastics.