| Abstract: | Reports an error in "Controlling teaching strategies: Undermining children's self-determination and performance" by Cheryl Flink, Ann K. Boggiano and Marty Barrett (Journal of Personality and Social Psychology, 1990Nov], Vol 595], 916-924). In the article, Figure 1 on page 922 is labeled incorrectly. The labels in both the left and right panels of the figure should be reversed so that No Pressure Condition is the label for the broken lines and Pressure Condition is the label for the solid lines. The following abstract of the original article appeared in record 1991-13808-001.) Examined the hypothesis that students would show performance impairment when they were exposed to teachers who were pressured to maximize student performance level and who used controlling strategies. For this purpose, 4th-grade teachers and their students participated in a field experiment in which teachers either were pressured to maximize student performance or were told simply to help their students learn. In addition, the teaching sessions were videotaped to assess teachers' use of controlling strategies, as rated by blind coders. Following the teaching sessions, student performance on tasks initially taught by teachers as well as on a generalization task was assessed by blind experimenters. As predicted, the data indicated that students evidenced performance impairment during the subsequent testing session only when they were exposed to pressured teachers using controlling strategies. Results are discussed within the context of self-determination theory. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
