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

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    Access Status
    Open access
    Authors
    Bartholomew, K.
    Ntoumanis, Nikos
    Mouratidis, A.
    Katartzi, E.
    Thogersen-Ntoumani, Cecilie
    Vlachopoulos, S.
    Date
    2018
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Bartholomew, K. and Ntoumanis, N. and Mouratidis, A. and Katartzi, E. and Thogersen-Ntoumani, C. and Vlachopoulos, S. 2018. Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction. 53: pp. 50-63.
    Source Title
    Learning and Instruction
    DOI
    10.1016/j.learninstruc.2017.07.006
    ISSN
    0959-4752
    School
    School of Psychology and Speech Pathology
    URI
    http://hdl.handle.net/20.500.11937/55811
    Collection
    • Curtin Research Publications
    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 (N = 419); and positively related to fear of failure, contingent self-worth, and challenge avoidance in Study 2 (N = 447). Significant indirect effects also supported the mediating role of need frustration. These findings reinforce the need for research on the negative motivational pathways which link controlling teaching to poor quality student motivation. Implications for teacher training are discussed.

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