Autonomy-supportive Behaviors Research Articles

Enhancing emotional health and engagement in Chinese English language learners: an approach from teachers' autonomy- supportive behavior, teachers' harmony, and peer support in a two-sample study.

In the evolving landscape of Chinese education, understanding the factors that influence the emotional health and engagement of English language learners is increasingly vital. Against this backdrop, our study delves into how teachers' autonomy-supportive behavior, teachers' harmony, and peer support impact these key educational outcomes. This study investigates the roles of teachers' autonomy-supportive behavior, teachers' harmony, and peer support in influencing the emotional health and engagement of English language learners in China. Involving a diverse sample of 68 English Language Teachers and their 389 students from various Chinese universities, the study leverages a convenience sampling method. Key findings indicate that students' emotional health is predominantly influenced by peer support, while student engagement is significantly affected by a combination of teachers' autonomy-supportive behavior, peer support, and teachers' harmony. These outcomes highlight the importance of both teacher behavior and peer relationships in educational settings, underscoring their crucial roles in enhancing student well-being and engagement. The study's methodology, incorporating a diverse sample from multiple educational institutions and a comprehensive analytical approach, offers robust insights. However, the limitations of convenience sampling and reliance on self-reported data necessitate a careful interpretation of the findings. Implications from this research are vital for educational policy and practice, emphasizing the need for interventions that enhance teacher-student relationships and foster supportive peer environments. This study adds to the body of knowledge on factors influencing emotional health and engagement among English language learners, advocating for a comprehensive approach in educational strategies and interventions.

Academic Motivation of Elementary School Students Unearthing the Role of Teacher

The purpose of this study was to investigate the relationship between teachers’ behaviour and students’ academic motivation. This research study employed a quantitative research design. The correlation research method was used to conduct the study. All the students studying in elementary classes of district Swabi (Khyber Pakhtunkhwa, Pakistan) were the population for this study. Multi-stage sampling technique was used for the selection of 656 students from the population of 10930 students. Self-regulation Questionnaire (SRQ-A) and Perceived Autonomy Support (PAS) were used to collect data about students' academic motivation and students’ perception of their teacher’s behaviour, respectively. The study found that teachers’ autonomy-supportive behaviour had a moderate, positive, and significant relationship with students’ autonomous, intrinsic and identified academic motivation and a very weak correlation with students’ controlled academic motivation. It is recommended that the teachers adopt autonomy-supportive behaviour (i.e. students-centred approach) but they may avoid a controlled teaching style (i.e. teacher-centred approach) as it is considered one of the main reasons behind the dropping out of children from schools in KPK.

Examination of The Relationship Between Levels of Primary School Teachers’ Autonomy and Their Learner Autonomy Supportive Behaviors

The aim of this research study is to examine the relationship between the autonomy levels of primary school teachers and their behaviors supporting learner autonomy. Voluntary response sampling method, one of the non-random sampling methods, was employed to determine the sample of the study. Scale forms were distributed to 879 primary school teachers working in public schools in Bornova, İzmir. The study was conducted with 537 primary school teachers who voluntarily participated in the study.The model of the research study, which was carried out with 537 participating primary school teachers, was designed in a quantitative research relational survey (correlational) model. The obtained data were analyzed using SPSS 25.0 (Statistical Package for Social Sciences) software. As a result of the research; it was seen that the level of autonomy of the primary school teachers was at a medium level and their autonomy supportive behaviors were found to be at a low level. The model for predicting the behaviors supporting learner autonomy was found to be significant.

The role of autonomy support from teachers in young learners’ self-regulation in dyadic contexts: An examination through three-level multilevel analysis

BackgroundAutonomy-supportive contexts are thought to promote students’ self-regulation. However, research looking at this link empirically, in naturalistic dyadic contexts and in young learners, is scarce. AimsTo address this gap, we adopted an observational approach and investigated whether autonomy-supportive teaching is related to pupils’ self-regulation in one-to-one music lessons. We explored specific aspects of positive self-regulation and the under-researched area of failures in self-regulation. Sample22 teachers and their 42 pupils (aged 5–11). MethodsWe video-recorded each teacher-pupil dyad during a one-to-one lesson, and 231 observation segments were collected. ResultsUsing 3-level multilevel modelling and DSEM (observations nested within pupils nested within teachers), our findings indicated that teachers' autonomy support is positively related with pupils' positive self-regulation, and negatively related to pupils’ failures in self-regulation. We also identified which specific autonomy-supportive behaviours were related to self-regulation. ConclusionsThis study can inform teaching practice and inspire further research into learners' self-regulation and teachers’ autonomy support.

The Relationship between Professors’ Motivation and Interpersonal Behaviour Styles in the Classroom, and Course Evaluations

Professors create a positive learning environment for students through their interpersonal behaviour style in the classroom. High quality interpersonal interactions are associated with a number of positive student outcomes such as increased motivation, effort, learning, satisfaction, and higher ratings on formal student evaluations of teaching (SETs). This study tested a Self-Determination Theory model in a university setting by measuring the association between professors’ reported psychological need satisfaction, teaching motivation, and self-reported supportive interpersonal behaviour styles, exploring how these variables related to SETs. Overall, we found support for the model; all relationships were significant and in the expected direction except that reported autonomy and competence supportive behaviours did not relate to SETs. From this, we can conclude that relatedness support is important to the student experience and that professors who engage in relatedness supportive interpersonal behaviours are also positively evaluated by their students.

Effect of using client-accessible youth health records on experienced autonomy among parents and adolescents in preventive child healthcare and youth care: A mixed methods intervention study.

Client autonomy is important in Dutch youth care. It correlates positively with mental and physical health and can be strengthened by professional autonomy-supportive behaviour. Aiming for client autonomy, three youth care organisations co-developed a client-accessible youth health record (EPR-Youth). Currently, limited research is available on how client-accessible records contribute to adolescent autonomy. We investigated whether EPR-Youth strengthened client autonomy and whether professional autonomy-supportive behaviour reinforced this effect. A mixed methods design combined baseline and follow-up questionnaires with focus group interviews. Different client groups completed questionnaires about autonomy at baseline (n = 1404) and after 12months (n = 1003). Professionals completed questionnaires about autonomy-supportive behaviour at baseline (n = 100, 82%), after 5months (n = 57, 57%) and after 24months (n = 110, 89%). After 14 months, focus group interviews were conducted with clients (n = 12) and professionals (n = 12). Findings show that clients using EPR-Youth experienced more autonomy than non-users. this effect was stronger among adolescents aged 16 and older than among younger adolescents. Professional autonomy-supporting behaviour did not change over time. However, clients reported that professional autonomy-supporting behaviour contributed to client autonomy, emphasising that professional attitude needs addressing during implementation of client-accessible records. Follow-up research with paired data needs to strengthen the association between using client-accessible records and autonomy.

The Relationship Between Teacher’s Autonomy-Supportive Behavior and Learning Strategies Applied by Students: The Role of Teacher Support and Equity

This study aimed to investigate the role of teacher support and equity in the relationship between teacher’s autonomy-promoting behavior and students’ learning strategies. The approach examines the direct relationship between teacher’s autonomy-supportive behavior and students’ learning strategies and via perceived teacher support. It also discusses the effect of perceived equity for the relationship between autonomy-supportive behavior in teacher’s and teacher support. Data were obtained from 24 secondary schools in nine Lithuanian municipalities with poor socioeconomic level contexts ( N = 632 pupils). The findings revealed that teacher’s autonomy-supportive behavior is directly associated to student’s greater use of learning strategies, as well as through a mediator—student’s perceptions of teacher support. The association between teacher’s autonomy-supportive behavior and teacher support is moderated by students’ perceived equity so that the positive relationship is stronger for students with a higher than with a lower perceived equity. This study adds to the understanding of the importance of teacher behavior for students’ learning by concentrating on equity, which is especially essential for students from low-income families. Teachers may foster equity by providing more possibilities for autonomy for all students, creating a supportive classroom environment and inviting students to be active participants in the learning process.

Communication and Deafblindness, Special Needs Education, and New Perspectives on Deafblindness

Introduction: In this valedictory lecture, the author presented new perspectives on deafblindness, by looking back at the studies performed in the field of Communication and Deafblindness from an educational perspective at the University of Groningen since her appointment as professor in 2008, preceded by her personal life story. Background Ph.D. Studies: In these studies, based on Single-Case-Research methodology, the aim was improving communication between individuals with congenital deafblindness and their educators (teachers, caregivers and parents) and evaluate the effects of the interventions in a mainly quantitative way. Building up evidence-based-practice was the central theme. In total, interventions were performed with 75 people with congenital deafblindness and their 175 educators. These communication interventions were based on attachment theory (Ainsworth, Bell, and Stayton, 1974) and Trevarthen’s intersubjectivity theory of (Braten and Trevarthen, 2007). The interventions were performed by well-trained communication coaches who conducted a cyclic diagnostic intervention approach, tailor-made for each individual case, in which video analysis and video feedback were crucial tools. Results Ph.D. Studies: Presented were the developed Models and Educational Instruments by the different Ph.D. researchers, and some crucial communication aspects from each model. Martens developed the Intervention Model of Affective Involvement, Bloeming-Wolbrink the Change Project, and Huiskens the Intervention Model for Tactile Communication. Interventions based on these models proved to be effective on the first and second layers of intersubjective communication and were focused on aspects such as attention, initiatives, positive emotions, affective involvement, meaning-making, and bodily emotional impressions. Damen developed the High Quality in Communication Intervention, Boers the Interaction Communication Analysis List, and Wolthuis the Layered Communication Model. Interventions based on these instruments proved to be effective on three layers of intersubjectivity, on aspects such as attunement, meaning-making, symbolic communication, declarative communication, and perspective-taking. Based on the Self-Determination theory of Deci and Ryan (2000 Haakma, developed the Need-Supportive Behavior Intervention, to enhance motivation in learning for both students with acquired and congenital deafblindness. It was concluded that the ‘autonomy-supportive behavior’ of educators in particular should be more strongly encouraged. Results Master Studies: In the years between 2006 and 2020, when the author coordinated the Master Pedagogical Sciences Communication and Deafblindness, a number of 85 international master theses and 35 Dutch theses were written, of which several were published in this Journal. The international theses were based on theoretical frameworks of Dialogicality, Developmental Psychology, Semiotics, and Cognitive Linguistics integrated into a Special Needs Education perspective, lectured and reviewed by members of the former DbI Communication Network, now known as Groningen Study Group on Diversity in Communication. New Perspectives and Conclusion: As main new perspectives for the future were referred to in the presentations of the Symposium Deafblindness (June 21, 2022), namely: a) the voices of Persons with Deafblindness are heard; b) listen to parents; c) unite the three fields of deafblindness (Congenital, Acquired and Age-related); d) overview of educational knowledge in Academic Volumes for Oxford University Press; e) dialogical Reflections on Video-analysis of Communication related to different theoretical perspectives; f) continuation of Research and Education on new topics in Groningen; and g) international collaboration. The main conclusion of the author was that a solid foundation has been laid in which science and practice go hand in hand and that it is up to the young people with deafblindness, family members, practitioners, and researchers, to build a ‘sustainable house’ on this foundation.

Mixed-method assessment of caregiver feeding practices in early care and education centres during COVID-19.

The COVID-19 pandemic changed early care and education (ECE) mealtimes. Feeding practices that support children's emerging autonomy may support children's healthy eating, but it is unknown whether and how COVID-19 changed feeding practices. This paper describes caregiver feeding practices in ECE centres in Florida during COVID-19. A mixed-methods design was used to understand mealtime feeding practices. Survey and interview questions were developed based on the Trust Model. More than 7000 surveys were sent to ECE centres. Analysis included descriptive statistics for survey data and thematic analysis for interview data. This statewide study included teachers in all licensed and license-exempt ECE centres. Four hundred and thirty-one teachers completed a survey, and twenty-nine participated in follow-up interviews. Surveys showed most teachers engaged in autonomy-supportive behaviours, such as letting children eat until they were finished (90 %). The most common controlling behaviour was praising children for cleaning their plates (70 %). The most common responses about changes to mealtimes were keeping physical distance and serving healthy food. Interview themes were Autonomy Support, Controlling Feeding Practices, Interactions are the Same, Interactions are Different, Physical Distancing and Healthy Eating. Mealtimes are a central part of the day for young children and teachers in ECE environments. COVID-19 continues to influence ECE routines as behaviour change remains the primary method of reducing the risk of COVID-19 in the absence of a vaccine for young children. Understanding teachers' practices and perspectives is important for reducing the risk of COVID-19 and supporting children's autonomy and healthy eating.

Effect of a client-accessible record on autonomy of parents and adolescents in Dutch care for youth

Abstract Background In the Netherlands, since 2015, a paradigm shift towards client-centred ‘care for youth’ initiated a focus on client autonomy, enabling clients to make informed decisions in their care process. Client autonomy is assumed to positively correlate with mental and physical health and can be strengthened by autonomy-supportive behaviour from professionals. Aiming for client autonomy, three organizations developed an electronic health record (EPR-Youth), accessible for parents and adolescents. Although research shows that patient-accessible records contribute to patient autonomy, limited research is available about use of such records among adolescents. We investigated whether use of EPR-Youth in ‘care for youth’ contributed to experienced autonomy among adolescents and parents, and what role professional autonomy-supportive behaviour played. Methods A mixed methods design combined baseline and follow-up questionnaires with focus group interviews, over a two-year period. Clients completed a questionnaire about experienced autonomy and portal use at baseline (1202 parents, 202 adolescents) and after one year (914 parents, 89 adolescents). Professionals completed questionnaires about autonomy-supportive behaviour at baseline (N = 100), after 5 months (N = 57) and 24 months (N = 110). After 14 months, focus group interviews were held with a purposive sample of parents (N = 8), adolescents (N = 4) and professionals (N = 12). Results Twelve months after introducing EPR-Youth, higher autonomy scores were found among parents (Δ = 0·23; 95%CI=0·18-0·28; p < 0·001) and adolescents (Δ = 0·53; 95%CI=0·34-0·73; p < 0·001). Portal users showed higher scores than non-users. Focus group members reported a positive effect of portal use on client autonomy, which was strengthened by professional autonomy-supportive behaviour. Conclusions The use of EPR-Youth was associated with increased autonomy among parents and adolescents. Autonomy-supportive professional behaviour enhanced this effect. Key messages • The possible contribution of EPR-Youth to client autonomy is promising, but follow-up research is needed to strengthen evidence. • Implementation of client-accessible records with the aim to enhance client/patient autonomy needs to address autonomy-supportive professional behaviour to increase impact.

Emerging Adults’ Perceived Life Skills, Self - Regulation, Emotional Regulation, Helicopter Parenting and Autonomy Supportive Behaviours

Emerging Adults’ Perceived Life Skills, Self - Regulation, Emotional Regulation, Helicopter Parenting and Autonomy Supportive Behaviours

S03-3 Staying active together in sports - the importance of and how to promote the emotional domain of Physical literacy

BackgroundClub-based sports participation through adolescent years is associated with improved health and wellbeing and is therefore considered and important part of health promotion in Scandinavian welfare states. Participation rates are very high among children whereas dropout rates increase during the adolescent years. Many studies have shown how intentions to continue in sport is dependent on autonomous motivation, which is dependent on basic psychological needs satisfaction and hence needs support in the social environment of the team. It has also been shown that the coach has central influence on social environment of the team. The SATS study is a prospective study on the influence of coach-created social climate on young club-sport participants’ psychological needs satisfaction, motivation and continuation the following season.MethodsParticipants were 6400 adolescent members of leisure time club-organized Basketball, Handball, Football and Gymnastics in Denmark. In the baseline-season coach-created climate was measured with the EDMCQ-C, Basic Psychological needs satisfaction and frustration was measured with PNSS-S and behavioral regulation (motivation) was measured with BRSQ. The participants’ continuation or dropout the next season was measured with a short SMS based questionnaire the next season.ResultsTask oriented, social supportive and autonomy supportive coach behaviors were associated with higher basic needs satisfaction, autonomous motivation and continuation the next season across sports, ages, levels and genders. Ego-oriented and controlling coaching behaviors were associated with needs frustration, controlled motivation and dropout.ConclusionsEmpowering Coaching behavior is important for young sports participants’ wellbeing and continuation in sport.

Left-behind youth are not always bad! Relations between teacher autonomy support, narcissism, and prosocial behavior

Prior research has widely demonstrated that children who remain in their original communities after one or both biological parents migrated (i.e., left-behind children) confront salient emotional and behavioral difficulties; however, an insufficient amount of research has been devoted to understanding their prosocial behavior. The current study extended prior research by comparing the prosocial behavior between left-behind children and their non-left-behind peers. Subsequently, this study examined the individual variations (i.e., narcissism and left-behind status) of the correlation between teacher autonomy support and prosocial behavior in a combined sample of left-behind and non-left-behind children. 738 youth (Nleft-behind = 246, Meanage = 15.77, 53.6% girls; Nnon-left-behind = 492, Meanage = 15.91, 55.1% girls) participated in the present research and completed a packet of well-established questionnaires. The results, after adjusting for sociodemographic characteristics, showed that the prosocial behavior of left-behind children did not significantly differ from that of non-left-behind children. Furthermore, the results based on linear regression analysis exhibited teacher autonomy support was positively related to prosocial behavior, and high narcissism buffered against the adverse effect of low teacher autonomy support on left-behind children’s prosocial behavior. The current study indicates that creating an autonomy-supportive atmosphere at school and facilitating left-behind children’s narcissism are paramount to promoting their prosocial tendencies.

Teachers’ Autonomy-Supportive Behaviour and Learning Strategies Applied by Students: The Role of Students’ Growth Mindset and Classroom Management in Low-SES-Context Schools

This study explored a moderated mediation model, which is based on the assumption about the direct relationship between teachers’ autonomy-supportive behaviours and students’ learning strategies and via perceived classroom management as well as the effect of growth mindset for the relationships between (1) teachers’ autonomy-supportive behaviours and learning strategies applied by students and (2) perceived classroom management and learning strategies applied by students. Data were collected from 23 secondary schools in municipalities in Lithuania with low SES (socioeconomic status) contexts (N = 581 students). The results showed that teachers’ autonomy-supportive behaviours are directly and positively related to the increased use of learning strategies applied by the student. The perceived classroom management mediates the relationship between teachers’ autonomy-supportive behaviours and learning strategies applied by the students. In this case, we have an inconsistent mediation, so the mediator acts as a suppressor (the indirect path through mediator is negative, while the direct is positive). The growth mindset does not moderate the relationship between perceived teachers’ autonomy supportive behaviours and the students’ use of learning strategies, but growth mindset moderates the relationship between perceived classroom management and learning strategies applied by the student. For students with a lower or moderate growth mindset, greater perceived classroom management is related to the lesser use of learning strategies. However, for those with a higher growth mindset, greater perceived classroom management is related to greater use of learning strategies. This study contributes to the understanding of the importance of teachers’ behaviours for students’ learning by focusing on classroom management and growth mindset.

Linking classmate autonomy support with prosocial behavior in Chinese left-behind adolescents: The moderating role of self-esteem and grit

Framed in a positive youth development framework, the current study examines the association of classmate autonomy support with prosocial behavior in Chinese left-behind adolescents (i.e., adolescents who remain immobile in original regions when one or both of their parents have migrated to find work). Moreover, this study investigates whether left-behind adolescents' individual differences in self-esteem and grit moderated this association. To address these research aims, we examined these associations across two independent samples of left-behind adolescents [Study 1 (exploratory): N = 333, Mage = 13.16, SD = 1.67; 48.3% girls; Study 2 (confirmatory): N = 246, Mage = 15.78, SD = 1.50; 53.6% girls] recruited from different regions of mainland China. Study 1 showed that classmate autonomy support was positively correlated with prosocial behavior; self-esteem and grit moderated this association: for adolescents with low self-esteem, high grit was an important protective factor, fostering the positive association between classmate autonomy support and prosocial behavior. Furthermore, Study 2 replicated the results of Study 1 but also exhibited that, for adolescents with high self-esteem, high grit significantly buffered against the negative effect of low classmate autonomy support on adolescents' prosocial behavior. Taken together, the current study suggests that classmate autonomy support plays a crucial role in facilitating left-behind youths' prosocial behavior, and this association is differentiated by adolescents' self-esteem and grit.

A descriptive assessment of a broad range of food-related parenting practices in a diverse cohort of parents of preschoolers using the novel Real-Time Parent Feeding Practices Survey

BackgroundMuch of the research to-date on food parenting has evaluated typical use of various parent feeding practices via questionnaire. The Real-Time Parent Feeding Practices Measurement survey was developed for use within an Ecological Momentary Assessment (EMA) protocol to capture momentary use of parent feeding practices in real-time.MethodsThis manuscript describes the development of the EMA-based Real-Time Parent Feeding Practices survey and highlights initial descriptive data on the real-time use of 22 individual parent feeding practices (e.g., pressure-to-eat, guided choices, etc.) as reported via EMA by parents of preschool-aged children (n = 116) over a 10-day data collection time period. A total of 3382 eating occasions were reported, with an average of 29.2 reported eating occasions per participant.ResultsResults revealed that most participants used a variety of food-related parenting practices day-to-day that span four higher-order domains: structure, autonomy support, coercive control and indulgence. Supportive feeding practices, defined as those from the structure and autonomy support domains, were reported most frequently, with one or more structure behavior (e.g., specific mealtime rules/routines) was used at 88.9% of reported eating occasions and one or more autonomy support behavior (e.g., involvement of the child in meal preparation) was used at 87.3% of eating occasions. While unsupportive feeding practices, defined as practices from within the coercive control (e.g., pressure-to-eat) and indulgent (e.g., anticipatory catering) feeding domains, were reported less frequently, one or more behaviors from each of these domains were still reported at over 25% of all eating occasions.ConclusionsResults of the current study take a next step towards deepening our understanding of the use of a broad range of food-related parenting practices in real-time. Findings revealed that the vast majority of practices used by parents fall within the structure and autonomy support domains. However, most parents did not exclusively use supportive or unsupportive practices, rather they used a combination of food-related parenting practices across all domains. Future research should continue to explore a broad range of food-related parenting practices and seek to understand how parent approaches to feeding are associated with long-term child outcomes, including dietary intake, food preferences, and eating patterns.

Autonomy support in a couples weight loss trial: Helping yourself while helping others.

Self-determination theory proposes that autonomy-supportive environments produce better health outcomes, and evidence demonstrating the importance of autonomy support for health behavior change has become increasingly clear. The bulk of the previous research has focused on the effects of receiving autonomy support, whereas the present study focuses on the potential impact of providing autonomy support for improving the weight loss and relationship satisfaction of the support provider. Sixty-four couples were randomized to a standard weight loss intervention or to an intervention that included training to enhance autonomy support behavior (e.g., empathic responding, accepting personal choices, etc.). Groups met weekly for 6 months, with assessments at baseline, 3, 6, and 12 months. The assessment of provided autonomy support was based on ratings of videotaped interactions of the couple discussing weight loss issues and on partner report of the autonomy support they received. The results did not show any condition effects; however, the results for both conditions indicated that beyond receiving autonomy support, providing autonomy support was associated with greater sustained weight loss for the support provider, and for men greater relationship satisfaction over time. The results confirm the importance of couples-based interventions and autonomy support for behavior change. In addition, it appears that providing autonomy support is useful for both the recipient and the provider. These results point to the need for developing targeted interventions to facilitate the provision of autonomy support. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Dental hygienists' biopsychosocial beliefs and giving autonomy support in treatment of patients: A self-determination theory perspective.

ObjectivesSelf‐determination theory posits that managers’ autonomy‐supportive behaviour and employees’ autonomy causality orientation are motivation constructs to explain internalization of values, functioning and wellness at work. Hypothesis 1 tested whether profiles comprising perceived dental clinic managers’ autonomy‐supportive, as opposed to their controlling interpersonal style, and dental hygienists’ autonomy, as opposed to their control and impersonal, causality orientations at baseline, would be positively related to dental hygienists’ biopsychosocial (BPS) beliefs and giving autonomy support in treatment of patients after 18 months. Hypothesis 2 tested whether dental hygienists’ BPS beliefs in treatment of patients will be positively associated with their autonomy‐supportive behaviour given to patients after 18 months.Material and methodsA prospective cohort design with 299 (M age = 42.71; SD age = 12.62) dental hygienists completed an online survey at baseline and after 18 months.ResultsLatent profile and correlational analyses supported the hypotheses. Effect sizes were moderate to large.ConclusionsBoth perceived managerial styles and dental hygienists’ causality orientations are important for dental hygienists’ BPS beliefs and autonomy‐supportive behaviours when working with dental patients.

The Relationship between Support for Autonomy of Youth Taekwondo Instructors, Burnout and Sports Moral Behavior of Athletes

The purpose of this study was to investigate the The relationship between support for autonomy of youth Taekwondo instructors, burnout and sports moral behavior of athletes. To this end, Taekwondo athletes registered by the Korea Taekwondo Association selected as a population, a survey was conducted on 280 youth Taekwondo athletes living in Gyeonggi, Daejeon, Jeonnam, and Gwangju for about six months from September 2020 to March 2021. Among them, 277 data were used for the final analysis after excluding the data of 3 athletes whose response information was omitted. As a result of this study, first, autonomy support had a negative effect (-) on burnout. Second, autonomy support had a positive effect (+) on team prosocial behavior, opponent prosocial behavior, and opponent antisocial behavior. Third, burnout had a negative effect (-) on opponent prosocial behavior, while had a positive effect (+) on team antisocial behavior and opponent antisocial behavior. Based on the above results, this study identified the relationship of perceived autonomy support, burnout, and Sport moral behavior.

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.