Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences
Kimberley J. Bartholomew, University of East Anglia, United Kingdom ; Nikos Ntoumanis, Curtin University, Australia ; Athanasios Mouratidis, Hacettepe University, Turkey ; Ermioni Katartzi, Aristotle University, Greece ; Cecilie Thøgersen-Ntoumani, Curtin University, Australia ; Symeon Vlachopoulos, Aristotle University, Greece
Learning and Instruction Volume 53, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
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 (
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.