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

Abstract

Previous studies in both educational and sport settings have examined the relationship between teachers’ and coaches’ expectations and behaviors towards students and athletes. The purpose of the present study was to extend this line of research by examining the effects of teachers’ expectations about students’ motivation on the frequency of controlling and autonomy‐supportive behaviors. Following the assessment of teachers’ expectations about students’ motivation and the assessment of students’ self‐determined motivation at the end of the first lesson, the interactions between PE teachers from nine classes and 172 students were videotaped and systematically coded during the six following gymnastics courses. Analyses revealed that (1) teachers’ expectations were not related to students’ initial self‐determined motivation, (2) overall, teachers interacted less frequently with students that they expected to be more motivated, and (3) teachers were much more controlling with students that they believed to be not motivated. The results are discussed in terms of the consequences of this differentiated treatment for students’ autonomous motivation

Key words:

• expectations effect
• self‐determination theory
• motivation
• differential treatment
• autonomy‐support
• control
• teaching behaviors.