Teachers' motivational approach: Links with students' basic psychological need frustration, maladaptive engagement, and academic outcomes

被引：55

作者：

Collie, Rebecca J. ^{[1
]}

Granziera, Helena ^{[1
]}

Martin, Andrew J. ^{[1
]}

机构：

[1] Univ New S Wales, Sch Educ, Sydney, NSW 2052, Australia

来源：

TEACHING AND TEACHER EDUCATION | 2019年 / 86卷

关键词：

Self-determination theory; Motivating teaching practices; Teaching styles; Basic psychological needs; Maladaptive engagement; Achievement; PERCEIVED AUTONOMY SUPPORT; SELF-DETERMINATION; HIGH-SCHOOL; CONSTRUCT-VALIDATION; HOMEWORK PRACTICES; MEDIATING ROLE; ACHIEVEMENT; ANTECEDENTS; BEHAVIOR; ASSOCIATIONS;

D O I：

10.1016/j.tate.2019.07.002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We examined students' perceptions of their teachers' motivational approach by way of autonomy-supportive and controlling practices. Among 771 Australian secondary school students, structural equation modeling showed that controlling practices predicted greater basic psychological need frustration and, in turn, greater self-handicapping and disengagement. Autonomy-supportive practices predicted lower disengagement. Moreover, self-handicapping was associated with lower achievement; disengagement was associated with less positive homework practices. Latent profile analysis revealed that the two teaching practices combined to yield four teaching style profiles that were differentially associated with the academic factors and outcomes. Together, our findings yield novel understanding about teachers' motivation approach. (C) 2019 Elsevier Ltd. All rights reserved.

引用

页数：13

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