Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive

By J. Reeve. 2009

1,560 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/fa510051d7c33ff97714a7818e34af88c64a0aa2

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

In Safety Research

In Social Psychology

Citations in the corpus

Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter? (2013, background): “Next to the pressures from above and below, pressure from within, that is, pressure arising from teachers’ own beliefs, values, and personality dispositions, is also expected to relate to teaching behavior (Reeve, 2009).”
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): “…(e.g., time, attention, energy, motivation), but 10 when the teachers’ resources are used to cope with pressures or external constraints– i.e., 11 students’ safety concerns – then, they cannot be invested in supporting student needs 12 (Pelletier, Séguin-Lévesque, & Legault, 2002; Reeve, 2009).”
Using self determination theory principles to promote engineering students’ intrinsic motivation to learn (2016, background): “Ultimately, the implications of SDT for teaching are framed in language that encourages instructors to move from controlling behaviors to autonomy-supportive behaviors to the extent that ‘‘autonomy support’’ is synonymous with ‘‘intrinsic-motivation support’’ [5, 8, 19].”
How parents contribute to children's psychological health: the critical role of psychological need support (2017, background): “As much as possible, autonomy-supportive parents try to emphasize the intrinsic value of activities, they capitalize on children’s interest or they add fun elements to promote the children’s enjoyment of activities (Reeve, 2009).”
Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences (2018, background): “Teachers are controlling when they ignore students’ perspectives and behave in authoritarian and pressuring ways in order to impose a specific and preconceived way of thinking, feeling, and behaving (Bartholomew, Ntoumanis, & Thøgersen-Ntoumani, 2009; Grolnick, 2003; Reeve, 2009).”
Dynamics of need-supportive and need-thwarting teaching behavior: the bidirectional relationship with student engagement and disengagement in the beginning of a lesson (2016, background): “Autonomy-supportive teachers typically identify, nurture, and develop students’ goals and interests (Reeve 2009).”
Does observed controlling teaching behavior relate to students’ motivation in physical education? (2014, background): “…of self-determination theory (SDT; Deci & Ryan, 2000), a broad theory on human motivation with applications in the context of education generally (e.g., Reeve, 2009; Vansteenkiste, Lens, & Deci, 2006) and in the context of physical education more specifically (e.g., Ntoumanis & Standage, 2009).”
Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours (2020, background): “On the one hand teachers’ (de)motivating behaviour is influenced by trait-like teacher factors, such as teachers’ own motivational orientation (Van den Berghe et al. 2013), beliefs (Hornstra et al. 2015) and a preferred teaching style (Aelterman et al. 2014; Reeve 2009).”
Teachers become more autonomy supportive after they believe it is easy to do (2016, neutral): “…(3) provide explanatory rationales for their requests; (4) communicate using informational (rather than pressuring) language; (5) acknowledge and accept expressions of negative affect; and (6) display patience (Assor, Kaplan, & Roth, 2002; Deci, Eghrari, Patrick, & Leone, 1994; Reeve, 2009, 2015a).”
Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization (2018, background): “To foster the process of internalization and to promote more self-endorsed learning, teachers need to adopt an autonomy-supportive teaching style (Reeve, 2009).”
Moving the Achievement Goal Approach One Step Forward: Toward a Systematic Examination of the Autonomous and Controlled Reasons Underlying Achievement Goals (2014, background): “Autonomy-supportive practices involve taking the frame of reference of the other person, the provision of desired choice, communication of the necessity and personal relevance of the introduced goals, and building in challenges (Reeve, 2009).”