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Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences
ARTICLE

, University of East Anglia, United Kingdom ; , Curtin University, Australia ; , Hacettepe University, Turkey ; , Aristotle University, Greece ; , Curtin University, Australia ; , Aristotle University, Greece

Learning and Instruction Volume 53, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Relatively little research drawing from self-determination theory has examined the links between controlling teaching environments and student motivation. To this end, two longitudinal studies were conducted to explore how students’ perceptions of controlling teaching behavior and experiences of psychological need frustration were associated with a number of motivation-related outcomes over a school year. Multilevel growth modelling indicated that changes in perceptions of controlling teaching positively related to changes in need frustration across the school year (Studies 1 & 2) which, in turn, negatively related to autonomous motivation and positively related to controlled motivation and amotivation in Study 1 (

Citation

Bartholomew, K.J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Thøgersen-Ntoumani, C. & Vlachopoulos, S. (2018). Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53(1), 50-63. Elsevier Ltd. Retrieved May 30, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2017.07.006

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