ERIC Number: EJ1010497
Record Type: Journal
Publication Date: 2013
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-5698
EISSN: N/A
Are Teachers' Psychological Control, Autonomy Support and Autonomy Suppression Associated with Students' Goals?
Madjar, Nir; Nave, Adi; Hen, Shiran
Educational Studies, v39 n1 p43-55 2013
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. (Contains 2 figures, 3 tables, and 1 note.)
Descriptors: Correlation, Personal Autonomy, Teacher Behavior, Student Attitudes, Goal Orientation, Self Determination, Parenting Styles, Psychological Patterns, Teacher Student Relationship, Junior High School Students, Questionnaires, Factor Analysis, Mastery Learning, Achievement, Urban Areas, Power Structure
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A