Personality-based antecedents of teachers’ autonomy-supportive and controlling motivating styles

By J. Reeve, Hye-Ryen Jang, Hyungshim Jang. 2018

136 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/8fa85ac3c72292e670a15ec75264a2f1362d0752

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. Angelica Moè
2. I. Katz

In Safety Research

1. Angelica Moè
2. I. Katz

In Social Psychology

1. I. Katz
2. Angelica Moè

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 instance, teachers’ openness (e.g., Reeve et al. 2018) or lack of conscientiousness (e.g., Bolding 2017) may predict their greater wait-and-see attitude.”
• Emotion regulation and need satisfaction shape a motivating teaching style (2020, background): “Previous research has emphasised that these styles may be triggered by personal or contextual factors (e.g. Reeve, 2009; Reeve et al., 2018).”