Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety

By A. Assor, Haya Kaplan, Yaniv Kanat‐Maymon, G. Roth. 2005

544 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/11a820ea5727d03725939bbf7030141566f56846

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In Clinical Psychology

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Citations in the corpus

A Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy (2011, unknown): “…greater perceived autonomy and greater task engagement than did participants exposed to language that pushed and pressured them toward specific predetermined products, solutions, answers, and desired behaviors (Assor et al. 2005; Ryan 1982; Reeve and Jang 2006; Vansteenkiste et al. 2004).”
Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. (2007, unknown): “This variable was assessed with Ryan and Connell’s (1989) scale of perceived locus of causality for the academic domain, which was adapted and validated for Jewish Israeli elementary students by Kaplan et al. (2003) and Assor et al. (2005).”
Transactional associations between classroom engagement and relations with teachers from first through fourth grade (2013, background): “…Wigfield & Eccles, 2002), yet other researchers finds no sex differences in the influence of controlling teacher behaviors on student engagement (Assor et al., 2005), we tested multiple group invariance of the final model for boys and girls to ensure the model is appropriately specified for…”
The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation (2014, result): “J. Reeve (&) Department of Education, Korea University, 633 Uncho-Useon Hall, Anam-Dong Seongbuk-Gu, Seoul 136-701, Korea e-mail: reeve@korea.ac.kr M. Vansteenkiste Department of Developmental, Personality, and Social Psychology, Ghent University, Ghent, Belgium A. Assor Department of Education, Ben”
A cross-cultural analysis of autonomy in education (2009, background): “Similar research was also done in many non-Western nations, which strongly vary regarding collectivism, authoritarianism, patriarchy and other cultural dimensions, including: Brazil (Chirkov et al., 2005), Israel (Assor et al., 2005; Roth et al., 2007), South Korea (Jang et al., in press), Greece, P”
Daily Autonomy Supporting or Thwarting and Students’ Motivation and Engagement in the High School Science Classroom (2017, methodology): “…of compliance, suppression of students’ questions and opinions, and the assignment of activities that appear meaningless or uninteresting are routinely included among practices expected to thwart students’ experiences of autonomy (e.g., Assor et al., 2002, 2005; Reeve, 2009; Reeve & Jang, 2006).”
A review of controlling motivational strategies from a self-determination theory perspective: implications for sports coaches (2009, unknown): “…an excessively teacher-centred agenda and have been shown to undermine pupils’ intrinsic motivation and predict negative feelings during learning, such as low self-esteem, anger, and anxiety (e.g., Assor & Kaplan 2001; Assor et al., 2005; Boggiano et al., 1993; Flink, Boggiano, & Barrett, 1990).”
Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students? (2009, background): “A recent distinction in the literature on teacher controllingness is that it can be expressed either as direct (or external) control in which attempts to motivate use external compulsions, such as deadlines, or as indirect (or internal, or conditional regard) control in which attempts to motivate fo”
Developing Who I Am: A Self-Determination Theory Approach to the Establishment of Healthy Identities (2009, background): “Assor et al. (2004) assessed university students perceptions of their mothers and fathers use of conditional regard with them while they were growing up in several domains, including academic pursuits.”
How K-12 teachers can put self-determination theory principles into practice (2009, background): “In turn, teachers frequently respond with counter-directives and efforts to suppress these criticisms (Assor et al., 2005).”
Principals' leadership and teachers' motivation: Self‐determination theory analysis (2011, result): “The dearth of research concerning school principals' leadership styles and teachers' autonomous versus controlled motivations is surprising, especially when compared to the rich literature concerning teaching styles and students' motivations ( Assor et al. , 2002, 2005”