Understanding the dynamics of teaching styles and need satisfaction in the Chinese educational context
Bibliographic Data
| ID | 12083728 |
|---|---|
| Authors | Jiawei Wang (0009-0000-2145-7526, Shenzhen Institute of Information Technology), Qiang Xing (0000-0002-4135-5575, Guangzhou University), Anita Moe (0000-0003-4646-6490), Angelica Moè (University of Padua, corresponding author) |
| Year | 2024 |
| Volume | 145 |
| Pages | 104609-104609 |
| Publication date | 2024-04-25 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2024.104609 |
| OpenAlex | W4395444440 |
| Language | EN |
| Citations received | 13 |
| References cited | 62 |
The current study aimed at assessing the peculiarities of the relationships among perceived (de)motivating teaching styles and students need satisfaction/frustration in the Chinese context. A total of 1715 middle and high school students filled in measures of self-reported and perceived adoption of (de)motivating styles and need satisfaction/frustration. The results confirmed the positive relationship between perceived motivating teaching styles and students need satisfaction, as well as perceived demotivating teaching styles and students need frustration. Moreover, students need satisfaction was positively associated with their perception of a controlling teaching style. Theoretical and practical implications are discussed
Art · Context (archaeology · Dynamics (music · Geography · Literature · Mathematics education · Pedagogy · Style (visual arts · Creativity in Education and Neuroscience · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology
Shared book reading with AI chatbots
Chaotic (laissez-faire) teaching
The motivation-efficacy nexus
From crisis towards recovery
Students' relatedness with peers and teachers in secondary education
Supervised or autonomous? Exploring the effect of instructional strategies on elementary school students’ mathematics and science achievement
Four decades of change
Motivating and demotivating teaching styles
The Relevance of Teaching Presence and Cognitive Presence in Malaysian Online ESL Classrooms
The impact of controlling teaching style on student engagement and academic achievement
A latent profile analysis of achievement emotions and their relationships with students’ perceived teaching quality in mathematics classrooms
Motivational messages from teachers before exams
Teaching quality as a dynamic system
Self-Determination Theory
Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation
Beware of your teaching style
Why students become more engaged or more disengaged during the semester
The Influence of Student Perceptions of School Climate on Socioemotional and Academic Adjustment
Autonomy-supportive teaching
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education
Identifying configurations of perceived teacher autonomy support and structure
Does observed controlling teaching behavior relate to students’ motivation in physical education?
Toward an integrative and fine-grained insight in motivating and demotivating teaching styles
Teachers’ emotions and professional identity in curriculum reform
Cutoff criteria for fit indexes in covariance structure analysis
Intrinsic and extrinsic motivation from a self-determination theory perspective
In Search of Golden Rules
Basic psychological need satisfaction, need frustration, and need strength across four cultures
Effects of a Web-Based Autonomy-Supportive Intervention on Physical Education Teacher Outcomes
Perceived teachers’ behavior and students’ engagement in physical education
Emotion regulation and need satisfaction shape a motivating teaching style
A cross-cultural comparison of teacher-student relationship quality in Chinese and Italian teachers and students
A theoretical upgrade of the concept of parental psychological control
Formative assessment in Confucian heritage culture classrooms
Predicting Bullying through Motivation and Teaching Styles in Physical Education
Adopting the Situation in School Questionnaire to Examine Physical Education Teachers’ Motivating and Demotivating Styles Using a Circumplex Approach
A revision of Hofstede’s model of national culture
Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic
The dilemma of time
Exploring the circumplex model of motivating and demotivating teaching styles
When teachers learn how to provide classroom structure in an autonomy-supportive way
Students’ reaction to classroom discipline in Australia, Israel, and China
Why do I teach? A mixed-methods study of in-service teachers’ motivations, autonomy-supportive instruction, and emotions
Educational reform in China
The Balanced Inventory of Desirable Responding Short Form (Bidr-16)
We Want a Team Player
Perceptions of Parental Control in China
Are Chinese Children More Compliant? Examination of the Cultural Difference in Observed Maternal Control and Child Compliance
| Unique citing works | 13 |
|---|---|
| Citations per year | 6,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |