‘Help, my teacher is pressuring me!’ The role of students’ coping with controlling teaching in motivation and engagement
Author:
Funder
Bijzonder Onderzoeksfonds UGent
Publisher
Springer Science and Business Media LLC
Subject
Experimental and Cognitive Psychology,Social Psychology
Link
https://link.springer.com/content/pdf/10.1007/s11031-023-10018-1.pdf
Reference98 articles.
1. Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R. J., & Reeve, J. (2019). Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. Journal of Educational Psychology, 111(3), 497–521. https://doi.org/10.1037/edu0000293
2. Aelterman, N., Vansteenkiste, M., Soenens, B., & Haerens, L. (2016). A dimensional and person-centered perspective on controlled reasons for non-participation in physical education. Psychology of Sport and Exercise, 23, 142–154. https://doi.org/10.1016/j.psychsport.2015.12.001
3. Aelterman, N., Vansteenkiste, M., Van den Berghe, L., De Meyer, J., & Haerens, L. (2014). Fostering a need-supportive teaching style: Intervention effects on physical education teachers’ beliefs and teaching behaviors. Journal of Sport & Excercise Psychology, 36(6), 595–609. https://doi.org/10.1123/jsep.2013-0229
4. Aldwin, C. M. (1994). Stress, coping, and development: An integrative perspective. New York: Guilford Press.
5. Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15(5), 397–413. https://doi.org/10.1016/j.learninstruc.2005.07.008
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