Home schooling and teaching style: Comparing the motivating styles of home school and public school teachers.

Cai, Yi; Reeve, Johnmarshall; Robinson, Dawn T.

doi:10.1037/0022-0663.94.2.372

Cited by 41 publications

(23 citation statements)

References 40 publications

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“…The use of pedagogic proposals in which teachers show an interpersonal style in their support of autonomy is essential, since when students that participate in classes characterized by a controlling teaching style are compared to those who attend classes based on support of autonomy, the latter exhibit better results in terms of greater participation during class, display more positive emotions, greater creativity, better information processing and conceptual understanding, and more persistence in the face of difficulties, among others (Cai, Reeve, & Robinson, 2002;Guay, Boggiano, & Vallerand, 2001).…”

Section: Discussionmentioning

confidence: 99%

Interpersonal styles, motivation and satisfaction in physical education classes and physical activity level in adolescents

et al. 2017

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The aim of this study was to identify the motivational profile and relate it to teacher autonomy support, basic psychological needs, exercise enjoyment, and level of physical activity in a sample of 615 Brazilian adolescents (327 girls and 288 boys), aged between 12 and 14 years (M = 13.3, DT = .79). One group was identified as more self-determined with high intrinsic motivation and introjected regulation scores, while the other showed no self-determination, with high external regulation and demotivation. Self-determined adolescents perceive greater teacher support; exhibit better fulfillment of basic psychological needs for autonomy, competence, and relatedness; show greater enjoyment in physical education classes and engage in more physical activity. KeywordsMotivation; self-determination; physical activity; adolescents. RESUMENEl objetivo fue identificar el perfil motivacional y relacionarlo con el apoyo docente a la autonomía, a las necesidades psicológicas básicas, la satisfacción para la práctica de actividades físicas y el nivel de actividad física, en una muestra de 615 adolescentes. Se obtuvo un grupo con "perfil autodeterminado" con puntuación más alta de la motivación intrínseca y regulación introyectada; y un grupo con "perfil no autodeterminado" con puntuaciones elevadas de regulación externa y desmotivación. Los adolescentes con perfil más autodeterminado son los que perciben mayor apoyo docente a la autonomía; ; presenta más satisfacción con las necesidades psicológicas básicas de autonomía, competencia y relación con los demás; sienten mayor satisfacción para la práctica de educación física y practican más actividad física. Palabras claveMotivación; autodeterminación; actividad física; adolescentes.

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Section: Discussionmentioning

confidence: 99%

Interpersonal styles, motivation and satisfaction in physical education classes and physical activity level in adolescents

et al. 2017

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“…Relatively little attention has been paid to the personal characteristics of teachers that might affect their inclination to adopt a specific teaching style. The few studies that did consider personal characteristics, found support for the notions that the teachers' religiosity (Cai, Reeve, & Robinson, 2002), conservative political orientation (Reeve, Bolt, & Cai, 1999) and non‐self‐determination (Pelletier et al , 2002) relates to their embracing a more controlling teaching style.…”

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confidence: 99%

Regulatory mode preferences for autonomy supporting versus controlling instructional styles

Pierro

Presaghi

Higgins

et al. 2009

Brit J of Edu Psychol

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“…The results of the present study come to justify the view that EFL teachers tended to appreciate the students" efforts to work independently on the classroom level. Although this applies to the EFL teachers in the Turkish context, some teachers exhibit control-oriented teacher behaviors in the classroom setting regardless of autonomy supportive approaches (Cai, Reeve, & Robinson, 2002). In this respect, Reeve (2009) stated that teachers adopted a controlling motivating style because of cultural values and personal traits.…”

Section: Conclusion and Discussionmentioning

confidence: 96%

An Investigation Into EFL Teachers’ Autonomy Supportive Behaviors in Turkish Context

Yılmaz¹,

Arcagök²

2018

JETS

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The purpose of this study is to identify the autonomy supportive behaviors exhibited by EFL teachers. The population of the study is composed of EFL teachers working in Çanakkale city center and districts in the 2017-2018 academic year. The sample of the research consists of 80 English teachers at state schools in Turkey. In the study, the cross-sectional survey model was used to collect data. In analyzing the emerging data, non-parametric tests were administered because the findings did not show normal distribution. When the data were analyzed, it was revealed that the teachers showed supportive behaviors involved in the learner autonomy of the students. On the other hand, gender was found to be a significant variable in relation to the teachers' supportive behaviors underlying learner autonomy. Further, the results of the study indicated that the seniority year was not a significant variable in relation to the teachers' supportive behaviors underlying learner autonomy. The study concludes by suggesting the need to prepare future EFL teachers to support autonomy in the classroom setting.

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Home schooling and teaching style: Comparing the motivating styles of home school and public school teachers.

Cited by 41 publications

References 40 publications

Interpersonal styles, motivation and satisfaction in physical education classes and physical activity level in adolescents

Interpersonal styles, motivation and satisfaction in physical education classes and physical activity level in adolescents

Regulatory mode preferences for autonomy supporting versus controlling instructional styles

An Investigation Into EFL Teachers’ Autonomy Supportive Behaviors in Turkish Context

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