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Original Articles

The effects of teachers’ expectations about students’ motivation on teachers’ autonomy‐supportive and controlling behaviors

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Pages 283-301 | Published online: 28 Feb 2011

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (9)

Nele Van Doren, Katrien De Cocker, Nele Flamant, Sofie Compernolle, Ruben Vanderlinde & Leen Haerens. (2023) Observing physical education teachers’ need-supportive and need-thwarting styles using a circumplex approach: how does it relate to student outcomes?. Physical Education and Sport Pedagogy 0:0, pages 1-25.
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Kyungjin Ryong, Daeho Lee & Jae-gil Lee. (2023) Chatbot’s Complementary Motivation Support in Developing Study Plan of E-Learning English Lecture. International Journal of Human–Computer Interaction 0:0, pages 1-15.
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Svein Olav Ulstad, Hallgeir Halvari & Edward L. Deci. (2019) The Role of Students’ and Teachers’ Ratings of Autonomous Motivation in a Self-Determination Theory Model Predicting Participation in Physical Education. Scandinavian Journal of Educational Research 63:7, pages 1086-1101.
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I. van Aart, E. Hartman, M. Elferink-Gemser, R. Mombarg & C. Visscher. (2017) Relations among basic psychological needs, PE-motivation and fundamental movement skills in 9–12-year-old boys and girls in Physical Education. Physical Education and Sport Pedagogy 22:1, pages 15-34.
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Nathan Smith, Eleanor Quested, Paul R. Appleton & Joan L. Duda. (2016) A review of observational instruments to assess the motivational environment in sport and physical education settings. International Review of Sport and Exercise Psychology 9:1, pages 134-159.
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Dana J. Perlman. (2015) Help motivate the amotivated by being a supportive teacher. Physical Education and Sport Pedagogy 20:2, pages 204-214.
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Dana Perlman. (2012) The influence of the Sport Education Model on developing autonomous instruction. Physical Education and Sport Pedagogy 17:5, pages 493-505.
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AthanasiosG. Papaioannou$suffix/text()$suffix/text(). (2006) Introduction. International Journal of Sport and Exercise Psychology 4:3, pages 217-219.
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Articles from other publishers (52)

Dragiša VučinićS.S., Zvezdan ArsićM.M. & Radovan AntonijevićM.M.. (2023) Motivational actions of mathematics teachers: Students' perspective. Inovacije u nastavi 36:1, pages 133-149.
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Athanasios Mouratidis, Aikaterini Michou, Sibel Telli, Ridwan Maulana & Michelle Helms‐Lorenz. (2022) No aspect of structure should be left behind in relation to student autonomous motivation. British Journal of Educational Psychology 92:3, pages 1086-1108.
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Carla Haelermans. (2022) The Effects of Group differentiation by students’ learning strategies. Instructional Science 50:2, pages 223-250.
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David Gutiérrez, Luis Miguel García-López, Peter Andrew Hastie & Yessica Segovia. (2021) Adoption and fidelity of Sport Education in Spanish schools. European Physical Education Review 28:1, pages 244-262.
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Tamara DragojevićN.N. & Milena Letić-LungulovM.M.. (2022) The effects of teacher expectations on student motivation to learn. Norma 27:1, pages 29-40.
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Nicolas Burel, Damien Tessier & Jody Langdon. (2020) Are teachers’ subjective feelings linked with need-supportive and need-thwarting motivating styles? A cross-lagged pilot study in physical education. European Journal of Psychology of Education 36:4, pages 1221-1241.
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Vanessa Kurdi, Mireille Joussemet & Geneviève A. Mageau. 2021. Motivating the SEL Field Forward Through Equity. Motivating the SEL Field Forward Through Equity 61 78 .
Géraldine Escriva-Boulley, Leen Haerens, Damien Tessier & Philippe Sarrazin. (2021) Antecedents of primary school teachers’ need-supportive and need-thwarting styles in physical education. European Physical Education Review 27:4, pages 961-980.
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Anette Bentholm, Charlotte Pawlowski & Sine Agergaard. (2021) ‘I’m nearly as active as the boys who play football’: A multiple-case study of social identification among least active pupils. European Physical Education Review 27:4, pages 908-926.
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Juan Antonio Moreno-Murcia, Julio Barrachina-Peris, Manuel Ballester Campillo, Estefanía Estévez & Elisa Huéscar. (2021) Proposal for Modeling Motivational Strategies for Autonomy Support in Physical Education. International Journal of Environmental Research and Public Health 18:14, pages 7717.
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Gavin R. Slemp, Mark A. Lee & Lara H. Mossman. (2021) Interventions to support autonomy, competence, and relatedness needs in organizations: A systematic review with recommendations for research and practice. Journal of Occupational and Organizational Psychology 94:2, pages 427-457.
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José Eduardo Lozano-Jiménez, Elisa Huéscar & Juan Antonio Moreno-Murcia. (2021) Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students. Sustainability 13:9, pages 5006.
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Moti Benita & Lennia Matos. (2021) Internalization of Mastery Goals: The Differential Effect of Teachers’ Autonomy Support and Control. Frontiers in Psychology 11.
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David W. Putwain, Wendy Symes, Laura J. Nicholson & Richard Remedios. 2021. 63 103 .
Negah Allahyar. 2021. New Perspectives on Willingness to Communicate in a Second Language. New Perspectives on Willingness to Communicate in a Second Language 119 134 .
Marylène Gagné, Alexandre J. S. Morin, Kira Schabram, Zhe Ni Wang, Emanuela Chemolli & Mélanie Briand. (2019) Uncovering Relations Between Leadership Perceptions and Motivation Under Different Organizational Contexts: a Multilevel Cross-lagged Analysis. Journal of Business and Psychology 35:6, pages 713-732.
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Frederico Zarazaga Raposo, David Sánchez-Oliva, Eliana Veiga Carraça, António Labisa Palmeira & Marlene Nunes Silva. (2020) The Dark Side of Motivational Practices in Exercise Professionals: Mediators of Controlling Strategies. International Journal of Environmental Research and Public Health 17:15, pages 5377.
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Irene Castañón-Rubio, Pablo Jorge Marcos-Pardo, Francisco Cano Noguera & Juan Antonio Moreno-Murcia. (2020) Effect of the Interpersonal Autonomy-Supportive Teaching Style on the Professional Training of Lifeguards. Sustainability 12:11, pages 4364.
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Danhui Zhang, Janette Bobis, Xiaolu Wu & Yiran Cui. (2018) The Effects of an Autonomy-Supportive Teaching Intervention on Chinese Physics Students and their Teacher. Research in Science Education 50:2, pages 645-671.
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Cesar A. Orsini, Jorge A. Tricio, Cristina Segura & Doris Tapia. (2020) Exploring teachers’ motivation to teach: A multisite study on the associations with the work climate, students’ motivation, and teaching approaches. Journal of Dental Education 84:4, pages 429-437.
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Elisa Huéscar, Juan Antonio Moreno-Murcia, Jose F. Domenech & Juan L. Núñez. (2020) Effects of an Autonomy-Supportive Physical Activity Program for Compensatory Care Students During Recess Time. Frontiers in Psychology 10.
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Juho Polet, Mary Hassandra, Taru Lintunen, Arto Laukkanen, Nelli Hankonen, Mirja Hirvensalo, Tuija Tammelin & Martin S. Hagger. (2019) Using physical education to promote out-of school physical activity in lower secondary school students – a randomized controlled trial protocol. BMC Public Health 19:1.
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Manuel Jacob Sierra-Díaz, Sixto González-Víllora, Juan Carlos Pastor-Vicedo & Guillermo Felipe López-Sánchez. (2019) Can We Motivate Students to Practice Physical Activities and Sports Through Models-Based Practice? A Systematic Review and Meta-Analysis of Psychosocial Factors Related to Physical Education. Frontiers in Psychology 10.
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Yannick A. Balk, Jan de Jonge, Sabine A.E. Geurts & Wido G.M. Oerlemans. (2019) Antecedents and consequences of perceived autonomy support in elite sport: A diary study linking coaches’ off-job recovery and athletes’ performance satisfaction. Psychology of Sport and Exercise 44, pages 26-34.
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Nikos L.D. Chatzisarantis, Elif Nilay Ada, Malek Ahmadi, Nerina Caltabiano, Deming Wang, Cecilie Thogersen-Ntoumani & Martin S. Hagger. (2019) Differential effects of perceptions of equal, favourable and unfavourable autonomy support on educational and well-being outcomes. Contemporary Educational Psychology 58, pages 33-43.
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Charlene du Toit-Brits. (2019) A focus on self-directed learning: The role that educators’ expectations play in the enhancement of students’ self-directedness. South African Journal of Education 39:2, pages 1-11.
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Gracielle Fin, Juan Antonio Moreno-Murcia, Jaime León, Elisabeth Baretta & Rudy José Nodari Júnior. (2019) Interpersonal autonomy support style and its consequences in physical education classes. PLOS ONE 14:5, pages e0216609.
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Andre Koka & Heino Sildala. (2018) Gender Differences in the Relationships Between Perceived Teachers’ Controlling Behaviors and Amotivation in Physical Education. Journal of Teaching in Physical Education 37:2, pages 197-208.
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Andreas Stenling, Andreas Ivarsson, Peter Hassmén & Magnus Lindwall. (2017) Longitudinal associations between athletes' controlled motivation, ill-being, and perceptions of controlling coach behaviors: A Bayesian latent growth curve approach. Psychology of Sport and Exercise 30, pages 205-214.
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David W. Putwain, Ghada Nakhla, Anthony Liversidge, Laura J. Nicholson, Benjamin Porter & Monika Reece. (2017) Teachers use of fear appeals prior to a high-stakes examination: Is frequency linked to perceived student engagement and how do students respond?. Teaching and Teacher Education 61, pages 73-83.
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Eve Kikas, Gintautas Silinskas, Anna-Liisa Jõgi & Piret Soodla. (2016) Effects of teacher's individualized support on children's reading skills and interest in classrooms with different teaching styles. Learning and Individual Differences 49, pages 270-277.
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Hyungshim Jang, Eun Joo Kim & Johnmarshall Reeve. (2016) Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction 43, pages 27-38.
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Doris Matosic, Nikos Ntoumanis & Eleanor Quested. 2016. Sport and Exercise Psychology Research. Sport and Exercise Psychology Research 145 180 .
Luc G. Pelletier & Meredith Rocchi. 2016. Building Autonomous Learners. Building Autonomous Learners 107 127 .
Leen Haerens, Maarten Vansteenkiste, Nathalie Aelterman & Lynn Van den Berghe. 2016. Building Autonomous Learners. Building Autonomous Learners 59 81 .
Jari-Erik Nurmi & Noona Kiuru. (2015) Students’ evocative impact on teacher instruction and teacher–child relationships. International Journal of Behavioral Development 39:5, pages 445-457.
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Eve Kikas, Gintautas Silinskas & Piret Soodla. (2015) The effects of children’s reading skills and interest on teacher perceptions of children’s skills and individualized support. International Journal of Behavioral Development 39:5, pages 402-412.
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Karl Erickson & Jean Côté. (2015) The Intervention Tone of Coaches' Behaviour: Development of the Assessment of Coaching Tone (ACT) Observational Coding System. International Journal of Sports Science & Coaching 10:4, pages 699-716.
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Johnmarshall Reeve. (2015) Giving and Summoning Autonomy Support in Hierarchical Relationships. Social and Personality Psychology Compass 9:8, pages 406-418.
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Abbas Shokri, Carme Viladrich, Jaume Cruz & Saul Alcaraz. (2014) Adapting BRSQ to Assess Coach's Perception of Athletes’ Motivation: Internal Structure Analysis. Procedia - Social and Behavioral Sciences 159, pages 497-505.
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Joëlle Carpentier & Geneviève A. Mageau. (2014) The role of coaches' passion and athletes' motivation in the prediction of change-oriented feedback quality and quantity. Psychology of Sport and Exercise 15:4, pages 326-335.
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John W. Kayser, Sylvie Cossette & Marie Alderson. (2014) Autonomy-supportive intervention: an evolutionary concept analysis. Journal of Advanced Nursing 70:6, pages 1254-1266.
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Lynn Van den Berghe, Bart Soenens, Maarten Vansteenkiste, Nathalie Aelterman, Greet Cardon, Isabel B. Tallir & Leen Haerens. (2013) Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter?. Psychology of Sport and Exercise 14:5, pages 650-661.
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E. Moreau & G.A. Mageau. (2013) Conséquences et corrélats associés au soutien de l’autonomie dans divers domaines de vie. Psychologie Française 58:3, pages 195-227.
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Joëlle Carpentier & Geneviève A. Mageau. (2013) When change-oriented feedback enhances motivation, well-being and performance: A look at autonomy-supportive feedback in sport. Psychology of Sport and Exercise 14:3, pages 423-435.
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Jari-Erik Nurmi. (2012) Students’ characteristics and teacher–child relationships in instruction: A meta-analysis. Educational Research Review 7:3, pages 177-197.
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천승현. (2012) Teacher Motivating Style, Psychological Needs Satisfaction, and Emotional Engagement in Physical Education: A Self-Determination Theory Perspective. The Korean Journal of Measurement and Evaluation in Physical Education and Sports Science 14:2, pages 35-49.
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Yannick Stephan, Johan Caudroit, Julie Boiché & Philippe Sarrazin. (2011) Predictors of situational disengagement in the academic setting: The contribution of grades, perceived competence, and academic motivation. British Journal of Educational Psychology 81:3, pages 441-455.
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Damien Tessier, Philippe Sarrazin & Nikos Ntoumanis. (2010) The effect of an intervention to improve newly qualified teachers’ interpersonal style, students motivation and psychological need satisfaction in sport-based physical education. Contemporary Educational Psychology 35:4, pages 242-253.
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. (2010) La motivation auto-déterminée des élèves en éducation physique : état de la question. Staps n° 88:2, pages 7-23.
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Luc G. PelletierElizabeth C. Sharp. (2009) Administrative pressures and teachers' interpersonal behaviour in the classroom. Theory and Research in Education 7:2, pages 174-183.
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Damien Tessier, Philippe Sarrazin & Nikos Ntoumanis. (2008) The effects of an experimental programme to support students’ autonomy on the overt behaviours of physical education teachers. European Journal of Psychology of Education 23:3, pages 239-253.
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