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

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.

• Publication year

  2019

• Venue

  Teaching and Teacher Education : An International Journal of Research and Studies

• Publication date

  2019-11-01

• Fields of study

  Education, Psychology

• Identifiers
  DOI 10.1016/J.TATE.2019.07.002
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar

• No claims are published for this paper.

• No concepts are published for this paper.

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