Psychologically controlling teaching: Examining outcomes, antecedents, and mediators

By Bart Soenens, Eline Sierens, Maarten Vansteenkiste, Filip Dochy, Luc Goossens. 2012

393 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0f78262278fa698e0fc7fab8d463949ee40316d1

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In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

Research on self-determination in physical education: key findings and proposals for future research (2014, background): “Researchers started to explore the conditions under which teachers were more autonomy-supportive versus controlling toward their students (Deci et al. 1982; Pelletier, Séguin-Lévesque, and Legault 2002; Soenens et al. 2012).”
Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter? (2013, background): “…both pressures from above and pressures from below relate to lowquality motivation to teach and to more controlling teaching behavior (Deci, Spiegel, Ryan, Koestner, & Kauffman, 1982; Flink, Boggiano, & Barrett, 1990; Sarrazin, Tessier, Pelletier, Trouilloud, & Chanal, 2006; Soenens et al., 2012).”
Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach (2019, methodology): “Further, participants completed two subscales of the Dutch version (Soenens et al., 2012) of the Maslach Burnout Inventory—Educators Survey (MBI-ES; Kokkinos, 2006; Maslach & Jackson, 1986), a validated questionnaire on burnout in teachers.”
Different combinations of perceived autonomy support and control: identifying the most optimal motivating style (2018, methodology): “Controlling instructions involve the use of punishments, commanding, yelling and shouting (e.g. Assor et al. 2005; Reeve and Jang 2006), or appealing to feelings of guilt and shame and triggering contingent self-worth (e.g. Soenens et al. 2012).”
The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation (2014, background): “…because it frustrates their autonomy while simultaneously arousing negative emotions such as anger and anxiety (Assor et al. 2002; Reeve and Tseng 2011) which, in turn, foster amotivation and restrict engagement, selfregulation, learning, achievement, and well-being (e.g., Soenens et al. 2012).”
Does observed controlling teaching behavior relate to students’ motivation in physical education? (2014, methodology): “Similarly, Soenens et al. (2012) showed that perceived controlling teaching was related to poorer quality of 1 We would like to clarify our usage of the terms need frustration and need thwarting a bit more.”
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, neutral): “2005), or on domineering practices by making use of intrusive strategies like guilt-induction or public shaming (Soenens et al. 2012).”
Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences (2018, background): “Such external and internal controls pressure students to adhere to the values held by the teacher and can, therefore, be used to enforce discipline and secure student compliance (Soenens et al., 2012).”