TY - JOUR
T1 - The beliefs that underlie autonomy-supportive and controlling teaching
T2 - A multinational investigation
AU - Reeve, Johnmarshall
AU - Vansteenkiste, Maarten
AU - Assor, Avi
AU - Ahmad, Ikhlas
AU - Cheon, Sung Hyeon
AU - Jang, Hyungshim
AU - Kaplan, Haya
AU - Moss, Jennifer D.
AU - Olaussen, Bodil Stokke
AU - Wang, C. K.John
N1 - Funding Information:
Acknowledgments This research was supported by the WCU (World Class University) Program funded by the Korean Ministry of Education, Science and Technology, consigned to the Korea Science and Engineering Foundation (Grant No. R32-2008-000-20023-0).
PY - 2014/2/1
Y1 - 2014/2/1
N2 - We investigated the role of three beliefs in predicting teachers' motivating style toward students-namely, how effective, how normative, and how easy-to-implement autonomy-supportive and controlling teaching were each believed to be. We further examined national collectivism-individualism as a predictor of individual teachers' motivating style and beliefs about motivating style, as we expected that a collectivistic perspective would tend teachers toward the controlling style and toward positive beliefs about that style. Participants were 815 full-time PreK-12 public school teachers from eight different nations that varied in collectivism-individualism. All three teacher beliefs explained independent and substantial variance in teachers' self-described motivating styles. Believed effectiveness was a particularly strong predictor of self-described motivating style. Collectivism-individualism predicted which teachers were most likely to self-describe a controlling motivating style, and a mediation analysis showed that teachers in collectivistic nations self-described a controlling style because they believed it to be culturally normative classroom practice. These findings enhance the literature on the antecedents of teachers' motivating styles by showing that teacher beliefs strongly predict motivating style, and that culture informs one of these beliefs-namely, normalcy.
AB - We investigated the role of three beliefs in predicting teachers' motivating style toward students-namely, how effective, how normative, and how easy-to-implement autonomy-supportive and controlling teaching were each believed to be. We further examined national collectivism-individualism as a predictor of individual teachers' motivating style and beliefs about motivating style, as we expected that a collectivistic perspective would tend teachers toward the controlling style and toward positive beliefs about that style. Participants were 815 full-time PreK-12 public school teachers from eight different nations that varied in collectivism-individualism. All three teacher beliefs explained independent and substantial variance in teachers' self-described motivating styles. Believed effectiveness was a particularly strong predictor of self-described motivating style. Collectivism-individualism predicted which teachers were most likely to self-describe a controlling motivating style, and a mediation analysis showed that teachers in collectivistic nations self-described a controlling style because they believed it to be culturally normative classroom practice. These findings enhance the literature on the antecedents of teachers' motivating styles by showing that teacher beliefs strongly predict motivating style, and that culture informs one of these beliefs-namely, normalcy.
KW - Antecedents of motivating style
KW - Autonomy support
KW - Collectivism
KW - Motivating style
KW - Teacher beliefs
UR - http://www.scopus.com/inward/record.url?scp=84895903043&partnerID=8YFLogxK
U2 - 10.1007/s11031-013-9367-0
DO - 10.1007/s11031-013-9367-0
M3 - Article
AN - SCOPUS:84895903043
SN - 0146-7239
VL - 38
SP - 93
EP - 110
JO - Motivation and Emotion
JF - Motivation and Emotion
IS - 1
ER -