Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation

摘要: Abstract Objectives Grounded in Self-Determination Theory (SDT), this study examined the mediating role of students' experiences need satisfaction and frustration associations between perceived teaching style motivation oppositional defiance context physical education. Specifically, we tested an integrated model including both a ‘bright’ path from autonomy-supportive through toward autonomous ‘dark’ pathway controlling toward controlled motivation, amotivation, defiance. Design Cross-sectional study. Methods To investigate proposed paths structural equation modeling was used sample 499 secondary school students (44% boys, M age  = 15.77 ± 1.16). Results We found that teaching, as well frustration, constitute different constructs relating distinctively to motivational outcomes. Consistent with notion bright dark path, autonomy support related primarily autonomous association, whereas controlled frustration. Perceived also displayed direct unique relationship Conclusions more accurately capture detrimental effects dimension along its consequences terms outcomes needs be studied own right. It is discussed effective teacher training may raise awareness among teachers about risks associated practices.