Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors.

By L. Pelletier, Chantal Séguin-Lévesque, Louise Legault. 2002

428 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6269e30fab0dfdbef64b70ed56e288498c9fa447

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Maarten Vansteenkiste
2. J. Reeve
3. Bart Soenens
4. Nikos Ntoumanis
5. Nathalie Aelterman
6. L. Haerens
7. Richard M. Ryan
8. P. Sarrazin

In Safety Research

1. J. Reeve
2. Maarten Vansteenkiste
3. L. Haerens
4. Nathalie Aelterman
5. Nikos Ntoumanis
6. Bart Soenens
7. S. Cheon
8. Hyungshim Jang

In Social Psychology

1. Maarten Vansteenkiste
2. J. Reeve
3. Bart Soenens
4. L. Haerens
5. Nathalie Aelterman
6. Nikos Ntoumanis
7. Richard M. Ryan
8. Edward L. Deci

Citations in the corpus

• The COACTIV Model of Teachers’ Professional Competence (2013, background): “The first examines teachers’ self-related cognitions—especially control beliefs and self-efficacy beliefs (e.g., Tschannen-Moran and Woolfolk Hoy 2001; Schmitz and Schwarzer 2000)—and intrinsic motivation (e.g., Pelletier et al. 2002; Roth et al. 2007).”
• Determinants of coach motivation and autonomy supportive coaching behaviours. (2013, methodology): “In this study, it was anticipated that the final model developed by Pelletier et al. (2002) would provide the best explanation of the interaction of the factors in a coaching context.”
• Longitudinal Test of Self-Determination Theory's Motivation Mediation Model in a Naturally Occurring Classroom Context (2012, background): “A good deal of research already exists to explain why teachers tend toward an autonomy supportive or controlling style toward students (Pelletier et al., 2002), and the present study adds the new contribution that student motivation itself may play in affecting dynamic changes in teachers’…”
• The Work Tasks Motivation Scale for Teachers (WTMST) (2008, background): “More important, teachers’ motivation is associated with students’ motivation ( Pelletier, Seguin-Levesque, & Legault, 2002 ).”
• Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation (2017, background): “…are embedded in different theoretical frameworks such as goal orientation theory (Butler, 2007, 2012), selfdetermination theory (Fernet, Sen ecal, Guay, Marsh, & Dowson, 2008; Pelletier et al., 2002), and interest theory (Schiefele, Streblow, & Retelsdorf, 2013; Schiefele & Schaffner, 2015).”