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Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

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Autonomy-Supportive Teaching Enhances Prosocial and Reduces Antisocial Behavior via Classroom Climate and

Sung Hyeon Cheon¹, Johnmarshall Reeve², Herbert W Marsh²

¹Department of Physical Education, Korea University, Seoul,Republic of Korea.

Journal of Sport & Exercise Psychology

|January 12, 2023

Summary

Autonomy-supportive teaching enhances student prosocial behavior by fostering need satisfaction and positive classroom climates. This approach also reduces antisocial behavior by mitigating need frustration and hierarchical structures.

Keywords:

autonomy support prosocial behavior self-determination theory

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Area of Science:

Educational Psychology
Social Psychology
Classroom Dynamics

Background:

Autonomy-supportive teaching is linked to improved student behavior.
Prior research focused on individual student need states as the mechanism.
The role of classroom climate as a mediator was less understood.

Purpose of the Study:

To investigate if autonomy-supportive teaching impacts classroom climate.
To determine if classroom climate mediates the effects of autonomy-supportive teaching on student behavior.
To examine both student-level and classroom-level processes.

Main Methods:

Randomized controlled trial with 80 physical education classrooms.
2,227 secondary-grade students reported on need states, climate, and behavior.
Doubly latent, multilevel structural equation modeling analyzed data over an academic year.

Main Results:

Intervention increased class-wide need satisfaction, supportive climate, and prosocial behavior.
Intervention decreased class-wide need frustration, hierarchical climate, and antisocial behavior.
Classroom climate (need satisfaction, supportive climate, need frustration, hierarchical climate) mediated behavioral outcomes.

Conclusions:

Autonomy-supportive teaching influences classroom climate, which in turn affects student social functioning.
Classroom climate is a crucial, overlooked mediator for the positive impacts of autonomy-supportive teaching.
Findings highlight the importance of both individual needs and the collective classroom environment.