Journal Article Detail Page
written by
Johnmarshall Reeve
A recurring paradox in the contemporary K-12 classroom is that, although students educationally and developmentally benefit when teachers support their autonomy, teachers are often controlling during instruction. To understand and remedy this paradox, the article pursues three goals. First, the article characterizes the controlling style by defining it, articulating the conditions under which it is most likely to occur, linking it to poor student outcomes, explaining why it undermines these outcomes, identifying its manifest instructional behaviors, and differentiating it from an autonomy-supportive style. Second, the article identifies seven reasons to explain why the controlling style is so prevalent. These reasons show how pressures on teachers from above, from below, and from within can create classroom conditions that make the controlling style both understandable and commonplace. Third, the article offers a remedy to the paradox by articulating how teachers can become more autonomy supportive. Three essential tasks are discussed. Special attention is paid to practical examples of what teachers can do to support students' autonomy.
Educational Psychologist: Volume 44, Issue 3, Pages 159-175
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=16133">Reeve, Johnmarshall. "Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive." Educ. Psychol. 44, no. 3, (July 24, 2009): 159-175.</a>
AIP Format
J. Reeve, , Educ. Psychol. 44 (3), 159 (2009), WWW Document, (https://doi.org/10.1080/00461520903028990).
AJP/PRST-PER
J. Reeve, Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive, Educ. Psychol. 44 (3), 159 (2009), <https://doi.org/10.1080/00461520903028990>.
APA Format
Reeve, J. (2009, July 24). Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive. Educ. Psychol., 44(3), 159-175. Retrieved October 11, 2024, from https://doi.org/10.1080/00461520903028990
Chicago Format
Reeve, Johnmarshall. "Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive." Educ. Psychol. 44, no. 3, (July 24, 2009): 159-175, https://doi.org/10.1080/00461520903028990 (accessed 11 October 2024).
MLA Format
Reeve, Johnmarshall. "Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive." Educ. Psychol. 44.3 (2009): 159-175. 11 Oct. 2024 <https://doi.org/10.1080/00461520903028990>.
BibTeX Export Format
@article{
Author = "Johnmarshall Reeve",
Title = {Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive},
Journal = {Educ. Psychol.},
Volume = {44},
Number = {3},
Pages = {159-175},
Month = {July},
Year = {2009}
}
Refer Export Format
%A Johnmarshall Reeve %T Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive %J Educ. Psychol. %V 44 %N 3 %D July 24, 2009 %P 159-175 %U https://doi.org/10.1080/00461520903028990 %O text/html
EndNote Export Format
%0 Journal Article %A Reeve, Johnmarshall %D July 24, 2009 %T Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive %J Educ. Psychol. %V 44 %N 3 %P 159-175 %8 July 24, 2009 %U https://doi.org/10.1080/00461520903028990 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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