The impact of controlling teaching style on student engagement and academic achievement
Differences across varied motivation profiles
Bibliographic Data
| ID | 12086874 |
|---|---|
| Authors | Xueyang Yue (Beijing Normal University), Xiaoyu Hou (0000-0003-1561-3419, Beijing Normal University), Jialun Zhang (0000-0002-4135-3609, Beijing Normal University), Mian Li (0000-0001-6514-2729, Beijing Normal University, corresponding author) |
| Year | 2026 |
| Volume | 176 |
| Pages | 105479-105479 |
| Publication date | 2026-03-05 |
| 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.2026.105479 |
| OpenAlex | W7133775909 |
| Language | EN |
| References cited | 49 |
Academic achievement · Higher education · Student engagement · Student teacher · Style (visual arts · Education, Achievement, and Giftedness · Educational Environments and Student Outcomes · Learning Styles and Cognitive Differences
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
Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context.
Beware of your teaching style
Affective Teacher–Student Relationships and Students' Engagement and Achievement
Why students become more engaged or more disengaged during the semester
Measuring Cognitive Engagement With Self-Report Scales
The Math and Science Engagement Scales
Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys
Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries
Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive
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
Psychologically controlling teaching
Supporting Autonomy in the Classroom
How students create motivationally supportive learning environments for themselves
Common method biases in behavioral research
Self-determination theory
School Engagement
Contribution of self-determining theory to K–12 students’ online learning engagements
Digital support for student engagement in blended learning based on self-determination theory
What influences student situational engagement in smart classrooms
A theoretical upgrade of the concept of parental psychological control
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
A person-centered investigation of math motivation and its correlates to math achievement in elementary students
Relationships between student engagement and academic achievement
Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students
Motivating and demotivating teaching styles
A meta‐analysis of the association between teacher support and school engagement
Development and evaluation of a training on need-supportive teaching in physical education
Teachers' motivational approach
Understanding the dynamics of teaching styles and need satisfaction in the Chinese educational context
Examining the Motivational Impact of Intrinsic Versus Extrinsic Goal Framing and Autonomy-Supportive Versus Internally Controlling Communication Style on Early Adolescents' Academic Achievement
| Citation velocity | historical |
|---|---|
| Highly cited | No |