GoudasM.BiddleS.FoxK. (1994) Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. British Journal of Educational Psychology64: 453–463. doi:10.1111/j.2044-8279.1994.tb01116.x.
2.
HaerensL.AeltermanN.VansteenkisteM.SoenensB.Van PetegemS. (2015) 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 Exercise16: 26–36. doi:10.1016/j.psychsport.2014.08.013.
3.
HeinV.KokaA.HaggerM. S. (2015) Relationships between perceived teachers’ controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students. Journal of Adolescence42: 103–114. doi:10.1016/j.adolescence.2015.04.003.
4.
TilgaH.HeinV.KokaA. (2017) Measuring the perception of the teachers’ autonomy-supportive behavior in physical education: Development and initial validation of a multi-dimensional instrument. Measurement in Physical Education and Exercise Science21(4): 244–255. doi:10.1080/1091367X.2017.1354296.
5.
TilgaH.HeinV.KokaA. (2019) Effects of a web-based intervention for PE teachers on students’ perceptions of teacher behaviors, psychological needs, and intrinsic motivation. Perceptual and Motor Skills126(3): 559–580. doi:10.1177/0031512519840150.
