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ERIC Number: EJ861096
Record Type: Journal
Publication Date: 2009-Dec
Pages: 17
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0007-0998
Regulatory Mode Preferences for Autonomy Supporting versus Controlling Instructional Styles
Pierro, Antonio; Presaghi, Fabio; Higgins, Tory E.; Kruglanski, Arie W.
British Journal of Educational Psychology, v79 n4 p599-615 Dec 2009
Background: Three studies carried out in educational settings examined determinants of teacher's instructional styles and students' degree of satisfaction with the learning climates created by such styles. Aims: Based upon regulatory mode theory, Studies 1 and 2 tested the hypotheses that teachers' locomotion orientation will be positively related, and their assessment orientation will be negatively related, to autonomy supportive (vs. controlling) instructional styles. Study 3 tested the hypothesis that students' regulatory mode will exhibit a fit effect with the prevalent learning climate in their school. Samples: Participants for Study 1 were 378 teachers (278 females); for Study 2 were 96 teachers (65 females); and for Study 3 were 190 students (all males). Method: Participants completed questionnaires that included measures of teaching styles (Studies 1 and 2), perceived learning climate and satisfaction (Study 3), and regulatory mode orientations (Studies 1 and 3). In Study 2 regulatory mode orientations were experimentally induced. Results: Results confirmed that teachers' autonomy supportive versus controlling styles were positively related to their locomotion orientations and negatively related to their assessment orientation, and that students with a stronger locomotion (vs. assessment) orientation reported a higher level of satisfaction when the learning climate was perceived as autonomy supportive (vs. controlling). Conclusions: The present studies show that teachers' preference for adopting an instructional style is influenced by their regulatory mode orientations, and that the effects of a learning climate on students' satisfaction are contingent on a fit between type of learning climate and students' regulatory mode orientations.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A