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

Collie, Rebecca J.; Granziera, Helena; Martin, Andrew J.

Teaching and teacher education. Volume 86: (2019, November) -- Elsevier Science

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  • Title:
    Teachers' motivational approach: Links with students' basic psychological need frustration, maladaptive engagement, and academic outcomes
  • Author: Collie, Rebecca J.;
    Granziera, Helena;
    Martin, Andrew J.
  • Found In: Teaching and teacher education. Volume 86: (2019, November)
  • Journal Title: Teaching and teacher education
  • Subjects: Enseignants--Formation--Périodiques; Enseignement--Périodiques; Electronic journals; Teachers--Training of--Periodicals; Teaching--Periodicals; Self-determination theory--Motivating teaching practices--Teaching styles--Basic psychological needs--Maladaptive engagement--Achievement; Dewey: 371.10205
  • Rights: Licensed
  • Publication Details: Elsevier Science
  • Abstract: Abstract 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. Highlights We examined students' perceptions of autonomy-supportive and controlling teaching practices. Controlling practices predicted greater need frustration and, in turn, greater self-handicapping and disengagement. Autonomy-supportive practices predicted lower disengagement. Self-handicapping was associated with lower achievement; disengagement was negatively associated with homework practices. Latent profile analysis revealed four teaching style profiles that were differentially associated with the outcomes.
  • Identifier: System Number: ETOCvdc_100089727375.0x000001; Journal ISSN: 0742-051X; 10.1016/j.tate.2019.07.002
  • Publication Date: 2019
  • Physical Description: Electronic
  • Shelfmark(s): 8614.014000
  • UIN: ETOCvdc_100089727375.0x000001

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