Emotion regulation and need satisfaction shape a motivating teaching style

ABSTRACT

Teachers whose basic psychological needs for competence, autonomy and relatedness are satisfied tend to use a motivating teaching style characterised by the provision of autonomy support and structure, whereas teachers whose needs are frustrated tend to use controlling or chaotic styles which are considered de-motivating. Given the importance of an autonomy supportive and motivating teaching style, it is crucial to better understand how it can be fostered and maintained. Since emotion regulation has been shown to affect both teachers’ and students’ well-being, this research tested the hypothesis that it shapes the association between teachers’ need satisfaction or frustration and the adoption of (de)motivating styles. Three hundred teachers filled in questionnaires to assess need satisfaction and frustration, the emotion regulation strategies of reappraisal and suppression, and their teaching styles. The results confirmed the mediating role of reappraisal and the moderation of emotional suppression. Teachers’ need satisfaction was linked with reappraisal, which in turn was related to the autonomy supportive and structuring motivating styles. High emotional suppression related with the adoption of a controlling style independently of need frustration levels. Only low levels of emotional suppression and need frustration lessened the adoption of a controlling style. Theoretical and educational implications are discussed.

KEYWORDS:

• Need satisfaction and frustration
• reappraisal
• suppression
• motivating teaching styles

Acknowldegements

We are very grateful to Camilla Barba, Carlotta Maria Monni, Chiara Moretto and Mattia Vernaccini for their assistance with data collection.

Disclosure statement

The authors declare that they have no conflict of interest.

Significance of the study

This studyshowed that emotion regulation is a key factor in shaping teachers’ adoption of (de)motivating teaching styles. Reappraisal was related with need satisfaction and adoption of an effective style characterised by provision of autonomy support and structure. The tendency to suppress was associated with the adoption of a controlling and demotivating style regardless the need frustration level. Interventions for teachers should aim at fostering need satisfaction and reducing the adoption of emotional suppression.

Additional information

Funding

The present work was carried out within the scope of the research program Dipartimenti di Eccellenza (art.1, commi 314-337 legge 232/2016), which was supported by a grant from MIUR to the Department of General Psychology, University of Padua.

Notes on contributors

Angelica Moè

Angelica Moè is an Associate Professor in the Department of General Psychology at the University of Padua, Italy. Her main research interests are teacher motivation and well-being, fostering motivation in various settings, and effects of motivational  and stereotyped beliefs in performance.

Idit Katz

Idit Katz is an Associate Professor in the Department of Education at Ben-Gurion University of the Negev, Israel. Her research focuses on motivation and emotional well-being in various settings. Self-Determination Theory is the central theory underlying her work. Homework, teaching and parenting motivating styles, and identity formation are her main research topics.