A100: Linking Classroom Management with Individual Interest and Class Behavior in Physical Education

Classroom management that balances high levels of demandingness and responsiveness creates an interesting learning environment in physical education. From the perspective of self-determination theory, demandingness may initiate teacher-centered behavioral regulation, potentially constraining students' autonomy, while responsiveness can enhance students’ sense of care and support. Understanding the distinct and combined effects of these two seemingly “contradictory” factors on student outcomes is essential. This study aimed to investigate (1) how students’ perceptions of teacher behavioral control (reflecting demandingness) and teacher care (reflecting responsiveness) influence their individual interest in physical education, class engagement, and misbehavior, and (2) how different combinations of perceived teacher behavioral control and teacher care manifest, and which combination yields the most and least optimal student outcomes. Method: A total of 689 students (M age = 16.07, SD=1.42 years) from two public high schools in China participated in this study. The questionnaires were written in Chinese and adapted from established instruments. To address the first research question, we conducted three hierarchical multiple regression analyses. The control variable of grade level had a significant impact on all outcomes, while gender contributed meaningfully to the models for individual interest and class engagement but did not affect the model for class misbehavior. Including perceived teacher behavioral control and teacher care produced varied results. When all independent variables were considered, perceived teacher care was not a significant predictor of individual interest or class misbehavior. The bootstrap analysis revealed significant indirect pathways from perceived teacher care to student outcomes. In contrast, perceived teacher behavioral control remained a significant predictor across all student outcomes, even after controlling for other variables (|β| ≥ .243, p ² (2)43.39, p < .01). Findings suggest that teacher behavioral control and care are not opposites but rather complementary elements that influence student outcomes. Effective classroom management is a critical component of instructional quality. Beyond its well-documented positive effects on class operation, a well-structured classroom can also foster motivation in physical education.