1. Warburton DE, Nicol CW, Bredin SS. Health
benefits of physical activity: the evidence. Cmaj.
2006 Mar 14;174(6):801-9.
2. Malina RM. Physical fitness of children and
adolescents in the United States: status and
secular change. InPediatric Fitness 2007 (Vol. 50,
pp. 67-90). Karger Publishers
3. Sallis JF, Owen N. Physical activity and
behavioral medicine: SAGE publications; 1998.
4. Chen A ,Ennis CD. Goals, interests, and
learning in physical education. The Journal of
Educational Research. 2004;97(6):329-39 .
5. Kirk D, MacDonald D, O'Sullivan M. Handbook
of physical education: Sage; 2006 .
6. Tertemiz N. Sınıf Yönetimi ve Disiplin, Sınıf
Yönetimi, Editör: L. Küçükahmet, Ankara, Nobel
Yayın Dağıtım. 2000 .
7. Vogler EW, Bishop P. Management of
disruptive behavior in physical education.
Physical Educator. 1990;47(1):16 .
8. McCormack A. Classroom management
problems, strategies and influences in physical
education. European physical education review.
1997;3(2):102-15 .
9. Hein V, Koka A, Hagger MS. Relationships
between perceived teachers' controlling
behaviour, psychological need thwarting, anger
and bullying behaviour in high-school students .
Journal of adolescence. 2015;42:103-14 .
10. Kulinna PH, Cothran D, Regualos R.
Development of an instrument to measure
student disruptive behavior. Measurement in
Physical Education and Exercise Science.
2003;7(1):25-41 .
11. Assor A, Kaplan H, Kanat-Maymon Y, Roth G.
Directly controlling teacher behaviors as
predictors of poor motivation and engagement
in girls and boys: The role of anger and anxiety.
Learning and Instruction. 2005;15(5):397-413 .
12. Cheon SH, Reeve J, Ntoumanis N. A needssupportive intervention to help PE teachers
enhance students' prosocial behavior and
diminish antisocial behavior. Psychology of Sport
and Exercise. 2018;35:74-88.
13. Deci EL, Ryan RM. The" what" and" why" of
goal pursuits: Human needs and the selfdetermination of behavior. Psychological
inquiry. 2000;11(4):227-68 .
14. Hagger MS, Chatzisarantis NL, Culverhouse T,
Biddle SJ. The processes by which perceived
autonomy support in physical education
promotes leisure-time physical activity intentions and behavior: a trans-contextual
model. Journal of educational psychology.
2003;95(4):784 .
15. Reeve J. Autonomy-supportive teaching:
What it is, how to do it. InBuilding autonomous
learners 2016 (pp. 129-152). Springer,
Singapore.
16. Reeve J. Why teachers adopt a controlling
motivating style toward students and how they
can become more autonomy supportive.
Educational psychologist. 2009;44(3):159-75 .
17. Bartholomew K, Ntoumanis N, ThøgersenNtoumani C. Self-determination theory and the
darker side of athletic experience: The role of
interpersonal control and need thwarting. Sport
and Exercise Psychology Review. 2011;7(2):23-7 .
18. Bartholomew KJ, Ntoumanis N, The gersenNtoumani C. A review of controlling motivational
strategies from a self-determination theory
perspective: Implications for sports coaches.
International Review of Sport and Exercise
Psychology. 2009;2(2):215-33 .
19. Reeve J, Jang H. What teachers say and do to
support students' autonomy during a learning
activity. Journal of educational psychology.
2006;98(1):209 .
20. Assor A, Roth G, Deci EL. The emotional costs
of parents' conditional regard: A Self‐
Determination Theory analysis. Journal of
personality. 2004;72(1):47-88 .
21. Deci EL, Ryan RM. Conceptualizations of
intrinsic motivation and self-determination.
InIntrinsic motivation and self-determination in
human behavior 1985 (pp. 11-40). Springer,
Boston, MA.
22. Cheon SH, Reeve J, Moon IS. Experimentally
based, longitudinally designed, teacher-focused
intervention to help physical education teachers
be more autonomy supportive toward their
students. Journal of Sport and Exercise
Psychology. 2012;34(3):365-96.
23. Tessier D, Sarrazin P, Ntoumanis N. The effect
of an intervention to improve newly qualified
teachers’ interpersonal style, students
motivation and psychological need satisfaction
in sport-based physical education.
Contemporary Educational Psychology.
2010;35(4):242-53 .
24. Jang H, Kim EJ, Reeve J. Longitudinal test of
self-determination theory's motivation
mediation model in a naturally occurring
classroom context. Journal of Educational
psychology. 2012;104(4):1175.
25. Jang H, Kim EJ, Reeve J. Why students
become more engaged or more disengaged
during the semester: A self-determination
theory dual-process model. Learning and
Instruction. 2016;43:27-38 .
26. Deci EL, Ryan RM, Gagné M, Leone DR,
Usunov J, Kornazheva BP. Need satisfaction,
motivation, and well-being in the work
organizations of a former eastern bloc country:
A cross-cultural study of self-determination.
Personality and social psychology bulletin.
2001;27(8):930-42 .
27. Pavey L, Greitemeyer T, Sparks P.
Highlighting relatedness promotes prosocial
motives and behavior. Personality and Social
Psychology Bulletin. 2011;37(7):905-917
28. Cheon SH, Reeve J. A classroom-based
intervention to help teachers decrease students’
amotivation. Contemporary educational
psychology. 2015;40:99-111.
29. Reeve J, Tseng C-M. Cortisol reactivity to a
teacher’s motivating style: The biology of being
controlled versus supporting autonomy.
Motivation and Emotion. 2011;35(1):63-74 .
30. Krech PR, Kulinna PH, Cothran D.
Development of a short-form version of the
Physical Education Classroom Instrument:
measuring secondary pupils' disruptive
behaviours. Physical Education and SportPedagogy. 2010;15(3):209-25 .
31. Bartholomew KJ, Ntoumanis N, Ryan RM,
Thøgersen-Ntoumani C. Psychological need
thwarting in the sport context: Assessing the
darker side of athletic experience. Journal of
Sport and Exercise Psychology. 2011;33(1):75-
102.
32. Aghdasi M, Ahmadi A. The Relationships
among Controlling Coach Behaviors,
Psychological Needs Thwarting, Sport
Devaluation and Intention to Continue Sport
Participation in Adolescent Athletes. Journal of
Sport Psychology Studies. 1395; 17, 57-70. (In
Presian)
33. Bartholomew KJ, Ntoumanis N, ThøgersenNtoumani C. The controlling interpersonal style
in a coaching context: Development and initial
validation of a psychometric scale. Journal of
sport and exercise psychology. 2010;32(2):193-
216.
34. Akin-Little KA, Eckert TL, Lovett BJ, Little SG.
Extrinsic reinforcement in the classroom: Bribery
or best practice. School Psychology Review.
2004;33:344-62 .
35. Hoffmann KF, Huff JD, Patterson AS, Nietfeld
JL. Elementary teachers' use and perception of
rewards in the classroom. Teaching and Teacher
Education. 2009;25(6):843-9.
36. Roth G, Assor A, Niemiec CP, Ryan RM, Deci
EL. The emotional and academic consequences
of parental conditional regard: Comparing
conditional positive regard, conditional negative
regard, and autonomy support as parenting
practices. Developmental psychology.
2009;45(4):1119 .
37. Tilga H, Hein V, Koka A, Hamilton K, Hagger
MS. The role of teachers’ controlling behaviour
in physical education on adolescents’ healthrelated quality of life: Test of a conditional
process model. Educational Psychology.
2019;39(7):862-80 .
38. Baker J, Côté J, Hawes R. The relationship
between coaching behaviours and sport anxiety
in athletes. Journal of science and medicine in
sport. 2000;3(2):110 -9
39. Chen B, Vansteenkiste M, Beyers W, Boone L,
Deci EL, Van der Kaap-Deeder J, et al. Basic
psychological need satisfaction, need
frustration, and need strength across four
cultures. Motivation and Emotion.
2015;39(2):216-36 .
40. Haerens L, Aelterman N, Vansteenkiste M,
Soenens B, Van Petegem S. 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 .Psychology of sport
and exercise. 2015;16:26-36