Impact of teachers’ implicit theories and perceived pressures on the establishment of an autonomy supportive climate

By Nadia Leroy, P. Bressoux, Phillippe Sarrazin, D. Trouilloud. 2007

210 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/70ebe10a1eaab97fe7e8d625793d9615b7c0871c

Citations in the corpus

• The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, unknown): “…for our purposes, a fixed mindset among elementary school teachers related to lower engagement in an autonomy-supportive style (i.e., engaging less in dialogue; refraining to take students’ perspective) and to a less structuring style (i.e., less monitoring of expectations; Leroy et al. 2007).”
• Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation (2016, unknown): “…(Brownell & Pajares, 1999; Ciani, Summers, & Easter, 2008), instructional quality and classroom management (Holzberger, Philipp, & Kunter, 2013), and perceived work pressure (Leroy, Bressoux, Sarrazin, & Trouilloud, 2007) have been shown to be associated with teachers’ sense of self-efficacy.”