| Abstract: | Previous research has shown that when teachers are oriented toward controlling rather than supporting autonomy in their students, the students display lowered intrinsic motivation and self-esteem. The present study explored conditions that lead teachers (40 undergraduates) to be more controlling- vs more autonomy-oriented with students. Findings indicate that impressing upon teachers that they are responsible for their students' performing up to standards leads them to be more controlling than teachers who were told that there were no performance standards for their students' learning. Teachers in the former condition talked more, were more critical of the students, gave more commands, and allowed less choice and autonomy. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
