Ghent University Academic Bibliography

@article{2125316,
  abstract     = {Psychologically controlling teaching (PCT) refers to the use of intrusive behaviors that pressure students to act, think, and feel in particular ways. The goal of the present research was to examine the dynamics involved in PCT. Study 1 examined self-regulated learning and achievement outcomes of PCT, whereas Study 2 examined antecedents (i.e., individual and environmental pressures). In Study 1, we found that PCT was related negatively to students' use of self-regulation strategies, which, in turn, was positively related to academic achievement. Students' relative autonomy for studying played an intervening role in these associations. Findings of Study 2 revealed that both pressure from above (i.e., a pressuring school environment) and pressure from within (i.e., teachers' low relative autonomy for teaching) were related to PCT, whereas pressure from below (i.e., students' low relative autonomy for studying) was not. These associations could be accounted for by depersonalization, one component of teacher burnout. The discussion focuses on how PCT represents one aspect of the {\textacutedbl}dark side{\textacutedbl} of teaching, which is understudied in educational psychology.},
  author       = {Soenens, Bart and Sierens, Eline and Vansteenkiste, Maarten and Dochy, Filip and Goossens, Luc},
  issn         = {0022-0663},
  journal      = {JOURNAL OF EDUCATIONAL PSYCHOLOGY},
  keyword      = {DETERMINATION THEORY PERSPECTIVE,SELF-DETERMINATION THEORY,REGULATED STRATEGY-DEVELOPMENT,AUTONOMY SUPPORT,MOTIVATIONAL STRATEGIES,PHYSICAL-EDUCATION,CONDITIONAL REGARD,SCHOOL TEACHERS,BURNOUT,STUDENTS,psychological control,teaching style,motivation,self-determination},
  language     = {eng},
  number       = {1},
  pages        = {108--120},
  title        = {Psychologically controlling teaching: examining outcomes, antecedents, and mediators},
  url          = {http://dx.doi.org/10.1037/a0025742},
  volume       = {104},
  year         = {2012},
}

Chicago

Soenens, Bart, Eline Sierens, Maarten Vansteenkiste, Filip Dochy, and Luc Goossens. 2012. “Psychologically Controlling Teaching: Examining Outcomes, Antecedents, and Mediators.” Journal of Educational Psychology 104 (1): 108–120.

APA

Soenens, B., Sierens, E., Vansteenkiste, M., Dochy, F., & Goossens, L. (2012). Psychologically controlling teaching: examining outcomes, antecedents, and mediators. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 104(1), 108–120.

Vancouver

1.

Soenens B, Sierens E, Vansteenkiste M, Dochy F, Goossens L. Psychologically controlling teaching: examining outcomes, antecedents, and mediators. JOURNAL OF EDUCATIONAL PSYCHOLOGY. 2012;104(1):108–20.

MLA

Soenens, Bart, Eline Sierens, Maarten Vansteenkiste, et al. “Psychologically Controlling Teaching: Examining Outcomes, Antecedents, and Mediators.” JOURNAL OF EDUCATIONAL PSYCHOLOGY 104.1 (2012): 108–120. Print.