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Psychologically controlling teaching: examining outcomes, antecedents, and mediators

Bart Soenens UGent, Eline Sierens, Maarten Vansteenkiste UGent, Filip Dochy and Luc Goossens (2012) JOURNAL OF EDUCATIONAL PSYCHOLOGY. 104(1). p.108-120
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 "dark side" of teaching, which is understudied in educational psychology.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
SELF-DETERMINATION THEORY, DETERMINATION THEORY PERSPECTIVE, REGULATED STRATEGY-DEVELOPMENT, AUTONOMY SUPPORT, MOTIVATIONAL STRATEGIES, PHYSICAL-EDUCATION, CONDITIONAL REGARD, SCHOOL TEACHERS, BURNOUT, STUDENTS, psychological control, teaching style, motivation, self-determination
journal title
JOURNAL OF EDUCATIONAL PSYCHOLOGY
J. Educ. Psychol.
volume
104
issue
1
pages
108 - 120
Web of Science type
Article
Web of Science id
000300136700007
JCR category
PSYCHOLOGY, EDUCATIONAL
JCR impact factor
3.158 (2012)
JCR rank
4/51 (2012)
JCR quartile
1 (2012)
ISSN
0022-0663
DOI
10.1037/a0025742
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
2125316
handle
http://hdl.handle.net/1854/LU-2125316
date created
2012-05-31 15:08:41
date last changed
2012-06-05 15:33:42
@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      = {SELF-DETERMINATION THEORY,DETERMINATION THEORY PERSPECTIVE,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.