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Exploring the circumplex model of motivating and demotivating teaching styles: The role of teacher need satisfaction and need frustration
16 references·1 citing·36 second hop
Exploring the circumplex model of motivating and demotivating teaching styles: The role of teacher need satisfaction and need frustration (2022)Exploring the circumplex model of motivat…Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020)Intrinsic and extrinsic motiv…Basic psychological need theory: Advancements, critical themes, and future directions (2020)Basic psychological need theo…Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness (2017)Self-Determination Theory: Ba…Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model (2016)Why students become more enga…Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation (2014)Do perceived autonomy-support…Basic psychological need satisfaction, need frustration, and need strength across four cultures (2014)Basic psychological need sati…On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. (2013)On psychological growth and v…Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011)Teacher Wellbeing: The Import…Self-Determination Theory and Diminished Functioning (2011)Self-Determination Theory and…Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive (2009)Why Teachers Adopt a Controll…Sources of Self‐Efficacy: Four Professional Development Formats and Their Relationship to Self‐Efficacy and Implementation of a New Teaching Strategy (2009)Sources of Self‐Efficacy: Fou…Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors. (2002)Pressure from above and press…Teacher efficacy: capturing an elusive construct (2001)Teacher efficacy: capturing a…Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)Self-determination theory and…Measures of Personality and Social Psychological Attitudes: (1992)Measures of Personality and S…Measurement and Control of Response Bias (1991)Measurement and Control of Re…Need satisfied teachers adopt a motivating style: The mediation of teacher enthusiasm (2022)Need satisfied teachers adopt…Intrinsic Motivation and Self-Determination in Human Behavior (1985)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)A Review of Self-Determination Theory’s Basic Psychological Needs at Work (2016)Self-Determination Theory (2017)The CES-D Scale (1977)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Principles and Practice of Structural Equation Modeling (2012)Generalized expectancies for internal versus external control of reinforcement. (1966)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-Efficacy: The Exercise of Control (1999)The differential antecedents of self-efficacy beliefs of novice and experienced teachers (2006)Teacher self-efficacy and teacher burnout: A study of relations (2009)Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. (2010)A new scale of social desirability independent of psychopathology. (1960)The Measurement of Independent and Interdependent Self-Construals (1994)How Many Interviews Are Enough? (2005)Grit: Perseverance and passion for long-term goals. (2007)Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions (2000)Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic (2021)Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice (2021)Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory (2021)The psychology of interpersonal relations. (1958)The need to belong: Desire for interpersonal attachments as a fundamental human motivation. (1995)The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. (2001)The benefits of being present: Mindfulness and its role in psychological well-being. (2003)Development and Validation of a Work Domain Goal Orientation Instrument (1997)SURVEY RESEARCH (1999)The nature and function of self-esteem: Sociometer theory (2000)Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. (2010)A Self-determination Theory Perspective on Student Engagement (2012)How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. (2013)Self-Determination Theory in Work Organizations: The State of a Science (2017)Partial Least Squares Structural Equation Modeling (PLS-SEM) in second language and education research: Guidelines using an applied example (2022)Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior. (2021)Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations (2021)A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions. (2023)
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References

  • 2000Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.46,804 cited
  • 2017Self-Determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness12,563 cited
  • 2001Teacher efficacy: capturing an elusive construct6,828 cited
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  • 2009Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive1,724 cited
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  • 2014Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation

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747 cited
  • 2002Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors.741 cited
  • 2016Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model736 cited
  • 2009Sources of Self‐Efficacy: Four Professional Development Formats and Their Relationship to Self‐Efficacy and Implementation of a New Teaching Strategy698 cited
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    • 2022Need satisfied teachers adopt a motivating style: The mediation of teacher enthusiasm66 cited