The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation

By J. Reeve, Maarten Vansteenkiste, A. Assor, Ikhlas Ahmad, S. Cheon, Hyungshim Jang, Haya Kaplan, Jennifer D. Moss, B. S. Olaussen, C. J. K. Wang. 2014

240 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8dea04e45b289961e6114aa4bd845191de3b3008

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Citations in the corpus

Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation (2015, background): “…processes, each with their own antecedents and motivational outcomes (Bartholomew, Ntoumanis, Ryan, & Thøgersen-Ntoumani, 2011; Vansteenkiste & Ryan, 2013), the primary aim of the present study was to test a theory-basedmodel encompassing perceived teaching style, needs, and motivational…”
Expanding Autonomy Psychological Need States From Two (Satisfaction, Frustration) to Three (Dissatisfaction): A Classroom-Based Intervention Study (2019, background): “…as we expected their autonomy dissatisfaction to rise over the course of the semester, because many teachers find autonomy support to be a “foreign” (Skinner & Belmont, 1993) or an ineffective (Reeve et al., 2014) approach to teaching that tends them to teach in autonomy indifferent ways.”
Autonomy Support in the Classroom A Review From Self-Determination Theory (2015, unknown): “about the universality of autonomy support (Reeve et al., 2014).”
Teachers become more autonomy supportive after they believe it is easy to do (2016, unknown): “Previous research reveals that three specific beliefs underlie teachers' high vs. low tendency toward autonomy-supportive teaching (Aelterman et al., 2014; Reeve, 1998; Reeve et al., 2014; Roth & Weinstock, 2013).”
Do students with different motives for physical education respond differently to autonomy-supportive and controlling teaching? (2016, methodology): “These vignettes were developed by Reeve et al. (2014), and were shortened and adapted to the context of PE.”
Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach (2019, background): “…sustainable motivation, engagement, and learning (Aelterman, Vansteenkiste, Van Keer, & Haerens, 2016; De Meyer, Soenens, Aelterman, De Bourdeaudhuij, & Haerens, 2016; Reeve et al., 2014), they also fear that too much autonomy support might undermine structure and lead to demotivating chaos.”
Personality-based antecedents of teachers’ autonomy-supportive and controlling motivating styles (2018, methodology): “On the two-page Teaching Scenarios measure (Reeve et al., 2014), teachers first read a 263-word essay (see Reeve et al.”
Need-Supportive Professional Development in Elementary School Physical Education: Effects of a Cluster-Randomized Control Trial on Teachers’ Motivating Style and Student Physical Activity (2018, background): “Such factors need to be 22 taken into account by future research because they may affect how new information about 23 motivating styles – such as the one delivered in TPD programs – is understood, integrated, 24 accepted, or rejected (Reeve et al., 2014).”
Changing teachers' beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training (2016, methodology): “Second, teachers' beliefs regarding the feasibility of an alternative instructional approach in everyday teaching practice may also prevent or encourage them from changing their current teaching repertoire (Reeve et al., 2014).”