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

被引：286

作者：

Assor, A ^{[1
]}

Kaplan, H ^{[1
]}

Kanat-Maymon, Y ^{[1
]}

Roth, G ^{[1
]}

机构：

[1] Ben Gurion Univ Negev, Dept Educ, IL-84105 Beer Sheva, Israel

来源：

LEARNING AND INSTRUCTION | 2005年 / 15卷 / 05期

关键词：

autonomy support; control; emotion; motivation; gender differences; teachers' behavior; engagement;

D O I：

10.1016/j.learninstruc.2005.07.008

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We focused on potential effects of directly controlling teacher behaviors (DCTB), such as giving frequent directives, interfering with children's preferred pace of learning, and not allowing critical and independent opinions. We hypothesized that children's perceptions of their teachers as directly controlling would arouse anger and anxiety in children, and these emotions would enhance a-motivation and extrinsic motivation, which, respectively, would undermine intensive academic engagement and promote restricted engagement. Three hundred and nineteen Israeli 4th-5th graders completed questionnaires assessing the variables of interest. The extent to which children showed intensive academic engagement was assessed by their primary teachers. Path analyses supported the expected relations. DCTB appear particularly harmful because they lead to a-motivation that is intertwined with anger and anxiety. (c) 2005 Elsevier Ltd. All rights reserved.

引用

页码：397 / 413

页数：17

共 31 条

[1] A different paradigm for the initial colonisation of Sahul [J].