The effects of teachers’ expectations about students’ motivation on teachers’ autonomy‐supportive and controlling behaviors

By P. Sarrazin, D. Tessier, L. Pelletier, D. Trouilloud, J. Chanal. 2006

136 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology

View Paper: https://www.semanticscholar.org/paper/04ebb5c33258e8d9402c40c41b8492bfedbd1bae

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In Developmental and Educational Psychology

In Physical Therapy, Sports Therapy and Rehabilitation

In Social Psychology

Citations in the corpus

Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter? (2013, background): “Sarrazin et al. (2006), for instance, examine the role of teacher expectations about student motivation in observed autonomy support and control.”
Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive (2009, background): “…during a learning activity, when teachers perceive that their students are extrinsically motivated (Pelletier & Vallerand, 1996), low in motivation (Sarrazin et al., 2006), or low in engagement (Skinner & Belmont, 1993), they tend to react by adjusting their instructional behavior toward a more…”
The Effect of an Intervention to Improve Newly Qualified Teachers' Interpersonal Style, Students Motivation and Psychological Need Satisfaction in Sport-Based Physical Education. (2010, methodology): “…support concerning the factorial validity (e.g., Boiché et al., 2008; Sarrazin et al., 2007), predictive validity (e.g., Boiché et al., 2008; Chalabaev et al., 2009) and reliability of the EMEP (e.g., Boiché et al., 200 8; Chalabaev et al., 2009: Sarrazin et al., 2006; Tessier et al., 2008).”
Administrative pressures and teachers' interpersonal behaviour in the classroom (2009, background): “Several studies have examined the behaviors of autonomy-supportive and controlling teachers for the purpose of distinguishing more clearly what is meant by these two types of behaviors (Reeve, 2002; Reeve and Jang, 2006; Sarrazin et al., 2006).”
The effects of an experimental programme to support students’ autonomy on the overt behaviours of physical education teachers (2008, unknown): “Similarly, other studies (e.g., Pelletier et al., 2002; Reeve, 2002; Sarrazin et al., 2006) have revealed that teachers’ personal characteristics – such as their expectations of students, or their lay theories and beliefs about success and the nature of competence – are likely to make them more…”
Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model (2016, background): “; Sarrazin et al., 2006, p. 292).”