Abstract
This study investigated associations between student-perceived teacher behaviours and students' personal goal orientations. Thus, the study applied theoretical concepts from self-determination theory and parenting style in an attempt to enhance understanding of additional environmental characteristics possibly affecting personal goal orientation. Moreover, it examined psychological control in a classroom context, whereas it was previously investigated mainly within parent-child relationships. Junior-high school students (n = 191) completed questionnaires to reveal their perceptions of teacher practices and their own personal goals. The distinction between teachers' psychological control and autonomy suppression was supported by confirmatory factor analysis; however, they were highly correlated. When regarded as two dimensions of teachers' compelling behaviours, they associated positively with performance-approach and performance-avoidance goals and negatively with mastery goals. Teachers are advised to avoid various compelling practices.
Original language | English |
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Pages (from-to) | 43-55 |
Number of pages | 13 |
Journal | Educational Studies |
Volume | 39 |
Issue number | 1 |
Early online date | 12 Mar 2012 |
DOIs | |
State | Published - Feb 2013 |
Externally published | Yes |
Keywords
- achievement goal orientations
- autonomy support
- self-determination theory
- teacher psychological control