Are teachers' psychological control, autonomy support and autonomy suppression associated with students' goals?

Nir Madjar, Adi Nave, Shiran Hen

Research output: Contribution to journalArticlepeer-review

25 Scopus citations

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 languageEnglish
Pages (from-to)43-55
Number of pages13
JournalEducational Studies
Volume39
Issue number1
Early online date12 Mar 2012
DOIs
StatePublished - Feb 2013
Externally publishedYes

Keywords

  • achievement goal orientations
  • autonomy support
  • self-determination theory
  • teacher psychological control

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