|
Journal
of
Educational Psychology.
(1982) Dec
Vol 74(6) pp. 852-859
Effects of performance standards on teaching styles: Behavior of controlling teachers. by Deci, E. L; et al. from the Journal of Educational Psychology. (1982) Dec Vol 74(6) 852-859. Previous research has shown that when teachers are oriented toward controlling rather than supporting autonomy in their students, the students display lowered intrinsic motivation and self-esteem. The present study explored conditions that lead teachers (40 undergraduates) to be more controlling- vs more autonomy-oriented with students. Findings indicate that impressing upon teachers that they are responsible for their students' performing up to standards leads them to be more controlling than teachers who were told that there were no performance standards for their students' learning. Teachers in the former condition talked more, were more critical of the students, gave more commands, and allowed less choice and autonomy. (10 ref) (PsycINFO Database Record (c) 2004 APA, all rights reserved) |
| Journal
of Personality & Social Psychology. (1990). Volume
59(5) pp. 916-924 Controlling teaching strategies: Undermining children's self-determination and performance. by Flink, C.; Boggiano, A. K.; Barrett, M. from Journal of Personality & Social Psychology. 1990 Nov Vol 59(5) 916-924 Examined the hypothesis that students would show performance impairment when they were exposed to teachers who were pressured to maximize student performance level and who used controlling strategies. For this purpose, 4th-grade teachers and their students participated in a field experiment in which teachers either were pressured to maximize student performance or were told simply to help their students learn. In addition, the teaching sessions were videotaped to assess teachers' use of controlling strategies, as rated by blind coders. Following the teaching sessions, student performance on tasks initially taught by teachers as well as on a generalization task was assessed by blind experimenters. As predicted, the data indicated that students evidenced performance impairment during the subsequent testing session only when they were exposed to pressured teachers using controlling strategies. Results are discussed within the context of self-determination theory. (PsycINFO Database Record (c) 2004 APA, all rights reserved) |
| Journal
of Educational Psychology
(2002). vol. 94, pp. 186-96. Pressure From Above and Pressure From Below as Determinants of Teachers' Motivation and Teaching Behaviors. by: Pelletier, Luc G.; Legault, Louise; Séguin-Lévesque, Chantal. Journal of Educational Psychology, Mar2002, Vol. 94 Issue 1, p186-96. When teachers are more supportive of autonomy and less controlling, students demonstrate higher levels of intrinsic motivation and self-determination. The purpose of this study was to examine socialcontextual conditions that led teachers (N = 254) who taught classes from Grades 1 to 12 to be more autonomy supportive versus controlling with their students. Using structural equation modeling, the authors observed that the more teachers perceive pressure from above (they have to comply with a curriculum, with colleagues, and with performance standards) and pressure from below (they perceived their students to be nonself-determined), the less they are self-determined toward teaching. In turn, the less they are self-determined toward teaching, the more they become controlling with students. |