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- W4315786543 abstract "Autonomy-supportive teaching increases prosocial and decreases antisocial behavior. Previous research showed that these effects occur because autonomy-supportive teaching improves students’ need states (a student-level process). However, the present study investigated whether these effects also occur because autonomy-supportive teaching improves the classroom climate (a classroom-level process). Teachers from 80 physical education classrooms were randomly assigned to participate (or not) in an autonomy-supportive teaching intervention, while their 2,227 secondary-grade students reported their need satisfaction and frustration, supportive and hierarchical classroom climates, and prosocial and antisocial behaviors at the beginning, middle, and end of an academic year. A doubly latent, multilevel structural equation model showed that teacher participation in the intervention (experimental condition) increased class-wide need satisfaction, a supportive climate, and prosocial behavior and decreased class-wide need frustration, a hierarchical climate, and antisocial behavior. Together, greater collective need satisfaction and a more supportive climate combined to explain increased prosocial behavior, while lesser need frustration and a less hierarchical climate combined to explain decreased antisocial behavior. These classroom climate effects have been overlooked, yet they are essential to explain why autonomy-supportive teaching improves students’ social functioning." @default.
- W4315786543 created "2023-01-13" @default.
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- W4315786543 date "2023-02-01" @default.
- W4315786543 modified "2023-10-18" @default.
- W4315786543 title "Autonomy-Supportive Teaching Enhances Prosocial and Reduces Antisocial Behavior via Classroom Climate and Psychological Needs: A Multilevel Randomized Control Intervention" @default.
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- W4315786543 doi "https://doi.org/10.1123/jsep.2021-0337" @default.
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