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The Dark Side of the Self-Determination Theory and Its Influence on the Emotional and Cognitive Processes of Students in Physical Education
Open AccessArticle

Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students

1
Faculty of Education, University of Almería, 04009 Almería, Spain
2
Health Research Centre, University of Almeria,04009 Almería, Spain
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Faculty of Education and Social Sciences, Melilla Campus, University of Granada, 52006 Granada, Spain
4
Faculty of Education, University of Granada, 18071 Granada, Spain
5
Faculty of Education, University of Almería, 04009 Almería, Spain
*
Author to whom correspondence should be addressed.
Int. J. Environ. Res. Public Health 2019, 16(23), 4828; https://doi.org/10.3390/ijerph16234828
Received: 17 November 2019 / Revised: 26 November 2019 / Accepted: 28 November 2019 / Published: 1 December 2019
(This article belongs to the Special Issue New Developments in Physical Education and Sport)
Currently, disruptive and aggressive behaviours of a physical and verbal nature are a reality among adolescent students and a concern in the educational context. Therefore, the main objective of this research was to analyse the effects of perceived teaching competence, motivation and basic psychological needs on disruptive behaviours in secondary school PE students. The sample was composed of 758 adolescent students from seven public secondary schools. The following instruments adapted to physical education were used: The Disruptive Behaviours Questionnaire, The Evaluation of Teaching Competencies Scale, The Sport Motivation Scale, and The Basic Psychological Needs Scale. Multilevel regression models with the MIXED procedure were performed for data analysis. The results show that misbehaviour is more likely among male students and that disruptive behaviours decrease when a teacher is perceived as competent. Students with greater self-determined motivation are more likely to exhibit fewer behaviours related to low engagement and irresponsibility while amotivation increases the different disruptive behaviours in the classroom. In conclusion, it is proposed that educators work in line with the students’ needs by responding to their interests and that this will increase self-determined motivation. View Full-Text
Keywords: misbehaviours; adolescent; teaching; secondary school; multilevel regression models misbehaviours; adolescent; teaching; secondary school; multilevel regression models
MDPI and ACS Style

Granero-Gallegos, A.; Ruiz-Montero, P.J.; Baena-Extremera, A.; Martínez-Molina, M. Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students. Int. J. Environ. Res. Public Health 2019, 16, 4828.

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