Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety

Assor, Avi; Kaplan, Haya; Kanat‐Maymon, Yaniv; Roth, Guy

doi:10.1016/j.learninstruc.2005.07.008

Cited by 427 publications

(302 citation statements)

References 19 publications

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“…For example, mothers' constraining verbal expressions and pressuring language have been negatively related to children's intrinsic motivation (Deci, Driver, Hotchkiss, Robbins, & McDougal-Wilson, 1993). Similar findings have also been reported in the educational setting in which controlling teachers also tend to stress personal control, prevent children from expressing opinions which differ from their own, and use controlling vocalisations (Assor, Kaplan, Kanat-Maymon, & Roth, 2005;Reeve & Jang 2006). Not letting children work at their own pace, monopolising the conversation, using orders, directives, and commands, asking controlling questions, and using deadline statements are also behaviours associated with an excessively teacher-centred agenda and have been shown to Flink, Boggiano, & Barrett, 1990).…”

Section: (2) Controlling Feedbacksupporting

confidence: 57%

A review of controlling motivational strategies from a self-determination theory perspective: implications for sports coaches

Bartholomew

Ntoumanis

Thøgersen‐Ntoumani

2009

International Review of Sport and Exercise Psychology

250

201

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The aim of this paper is to present a preliminary taxonomy of six controlling strategies, primarily based on the parental and educational literatures, which we believe are employed by coaches in sport contexts. Research in the sport and physical education literature has primarily focused on coaches' autonomy-supportive behaviours. Surprisingly, there has been very little research on the use of controlling strategies. A brief overview of the research which delineates each proposed strategy is presented, as are examples of the potential manifestation of the behaviours associated with each strategy in the context of sports coaching. In line with selfdetermination theory (Deci & Ryan, 1985;Ryan & Deci, 2002), we propose that coach behaviours employed to pressure or control athletes have the potential to thwart athletes' feelings of autonomy, competence, and relatedness, which, in turn, undermine athletes' selfdetermined motivation and contribute to the development of controlled motives. When athletes feel pressured to behave in a certain way, a variety of negative consequences are expected to ensue which are to the detriment of the athletes' well-being. The purpose of this paper is to raise awareness and interest in the darker side of sport participation and to offer suggestions for future research in this area.

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Section: (2) Controlling Feedbacksupporting

confidence: 57%

A review of controlling motivational strategies from a self-determination theory perspective: implications for sports coaches

Bartholomew

Ntoumanis

Thøgersen‐Ntoumani

2009

International Review of Sport and Exercise Psychology

250

201

View full text Add to dashboard Cite

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“…These findings are broadly consistent with those from adjacent areas of the educational psychology literature. For example, the use of threats, deadlines, pressured evaluations, and imposed goals (see Ryan & Deci, 2000;Reeve, 2009) are associated with reduced engagement and increased learning-related anger and anxiety (Assor & Kaplan, 2001;Assor, Kaplan, Kanat-Maymon & Roth, 2005). Coercive practices that threaten students with punishment and guilt are associated with a decrease in positive learning-related affect, motivation, and cognitive learning (Mainhard, Brenkelmans, & Wubbels, 2011).…”

Section: Fear Appeals In the Classroommentioning

confidence: 99%

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

Putwain

Remedios

Symes

2015

Learning and Instruction

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Putwain, DW, Remedios, R and Symes, WExperiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy http://researchonline.ljmu.ac.uk/3500/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. LJMU Research Online Running head: FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACYThe appraisal of fear appeals as a challenge or a threat influences a subsequent decline or increase in attainment value and academic self-efficacy FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACY 1 AbstractFear appeals are persuasive messages that highlight the negative consequences of a particular course of action. Studies have shown that attainment value and academic self-efficacy predict how fear appeals are appraised. In this study we examined how the appraisal of fear appeals might also influence subsequent attainment value and academic self-efficacy. Self-report data were collected from 1433 students in their final two years of secondary education over three waves. Findings revealed that when students saw fear appeals as a challenge attainment value and academic self-efficacy were higher. When students saw fear appeals as a threat, attainment value and academic self-efficacy were lower. These results highlight the functional importance of how fear appeals are appraised. Challenge and threat appraisals were not mere by products of attainment value or academic self-efficacy but impacted on attainment value and academic self-efficacy; variables that are likely to make a critical impact on educational progress and attainment. We conclude that initial teacher education and teacher professional development programs would benefit from enhanced interpersonal and relational-skills training to enable teachers to judge more effectively how fear appeals are appraised.Keywords: fear appeals, attainment value, academic self-efficacy, high-stakes testing FEAR APPEALS, VALUE AND ACADEMIC SELF-EFFICACY 2The appraisal of fear appeals as a challenge or a threat influences a subsequent decline or increase in attainment value and academic self-efficacy IntroductionThis study examines how academic self-efficacy and attainment value relate to the appraisal of fear appeals used by secondary school teachers prior to a high-stakes examination. Fear appeals are used by teachers as a motivational strategy; a 'scare tactic' to attem...

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“…According to previous research, this study also separates intrinsic (here "internal") motivation as a long-lasting one from the short-termed extrinsic (here "external") motivation when this is needed (Ryan, 1995;Niemiec & Ryan, 2009;also Ryan & Deci, 2009). Various studies have shown positive relationships between motivation and learning achievement (Choosri & Intharaksa, 2011;Dweck, 2002;Hagger et al, 2015;Jang, Kim, & Reeve, 2012;Loima & Vibulphol, 2014;Yunus, Suraya, & Wan-Ali, 2009) and variables related to learning such as autonomy (Ling, 2013) and engagement (Assor, Kaplan, & Roth, 2002;Assor, Kaplan, Kanat-Maymon, & Roth 2005;Jang, Kim, & Reeve, 2012;De Witte & Rogge, 2013;Jang, Reeve, & Deci, 2010;Skinner, Chi, & the Learning-Gardens Educational Assessment Group, 2012). Furthermore, the data analysis applied reflections on motivation from the self-determination theory (SDT) presented by Niemiec and Ryan (2009).…”

Section: Introduction: Objectives Data and Importance Of The Studymentioning

confidence: 99%

Learning and Motivation in Thailand: A Comparative Regional Study on Basic Education Ninth Graders

Loima¹,

Vibulphol²

2015

IES

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This qualitative research studied regional motivation and learning of the basic education 9th graders in Thailand. Second topic was the school size and its possible effect on motivation. Furthermore, the data gave an opportunity to discuss, whether international research on motivation and learning was valid in Thai classrooms. The informants were randomly selected from northern, north eastern, central, and southern regions of the country. Altogether 12 schools, ranging from smaller than 500 students to larger with more than 1 500 students, participated. Three teachers and their students from each school assessed their learning and motivation into a questionnaire after lessons. Researchers selected randomly two male and female students to represent each class. Research questions were:What is the motivation and learning of the students in the four main regions of the Thailand? Does the school size affect the motivation and learning? If it does, what is the impact?Research findings revealed that the most motivated Thai students study in south. The internal motivation wasn't low anywhere, however, but it could easily drop to a situation-based interest or even less. Second, the motivation was higher in classes, in which teachers analyzed students' motivation and learning in the same way as students did. Third, the more the students liked the teacher, the better their motivation was. Regarding school size effects, the trend favored smaller units. To foster the future development, this study urges to study motivation in all teachers training. Second, teachers' personal motivation needs surveys in a broad context.

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Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety

Cited by 427 publications

References 19 publications

A review of controlling motivational strategies from a self-determination theory perspective: implications for sports coaches

A review of controlling motivational strategies from a self-determination theory perspective: implications for sports coaches

Experiencing fear appeals as a challenge or a threat influences attainment value and academic self-efficacy

Learning and Motivation in Thailand: A Comparative Regional Study on Basic Education Ninth Graders

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