The Chinese classroom paradox: A cross-cultural comparison of teacher controlling behaviors.

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Basic psychological need theory: Advancements, critical themes, and future directions (2020, unknown): “For instance, American compared to Chinese elementary school children perceived a controlling teacher as more hurtful and controlling, which was reflected in their reduced motivation for schoolwork (Zhou et al. 2012).”
Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction (2021, background): “, 2009; Taylor & Ntoumanis, 2007; Xiang, Ağbuğa, Liu, & McBride, 2017), and relatedness (Furrer & Skinner, 2003; Zhou et al., 2012) are related positively to autonomous motivation and self-”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, unknown): “…2011 6,000 s .56 – .60 – – .59 Zee & de Bree 2017 370 p .37 −.17 −.05 .02 −.49 .04 Zee et al. 2013 8,545 p .31 −.09 .11 −.11 −.44 .08 Zhou et al. 2012 115 p .54 – – – – – Zhou et al. 2012 158 p .42 – – – – – Zimmer–Gembeck et al. 2006 324 s .59 – .35 – – .37 Zullig et al. 2011 2,049 s .28 – .14 –…”