Perceptions of the teaching environment, engagement and burnout among university students on a sports-related degree programme in the UK

This study tested hypothesised relationships between perceived teaching styles, engagement and burnout. Sixty-three British students completed a multi-section questionnaire about their undergraduate sport psychology classes. Regression analyses revealed that perceived teaching styles accounted for up to 32% of variance explained in engagement and burnout. More specifically, perceived "autonomy support" positively predicted the dedication facet of engagement, and negatively predicted the reduced efficacy and cynicism dimensions of burnout. The findings suggest that creating an autonomy supportive teaching environment could be a useful strategy for increasing student engagement in undergraduate sport psychology classes