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   2011, Vol. 19 Issue (4) : 580-588     DOI:
研究前沿 |
Teachers’ Motivating Style: Perspective of Self-determination Theory
LAI Dan-Feng;WU Xin-Chun
(1 School of Psychology, Beijing Normal University, Beijing 100875, China)
(2 School of Public Affairs, Xiamen University, Xiamen 361005, China)
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Abstract  The Self-Determination Theory (SDT) states that teachers’ motivating style is one of the most important factors that influence students’ motivation to study. The theory defines motivating style as teachers’ interpersonal style during motivating and maintaining students’ learning initiatives. According to SDT, there are two types of motivating styles, namely, autonomy-supportive style and controlling style. Research has shown that students’ learning motivation and behaviors are dramatically influenced by teachers’ motivating styles. Although the structure and mechanism of teachers’ motivating style is not entirely clear, most research has confirmed the benefit of autonomy-supportive motivating style and proved that teachers’ motivating styles can be transformed through training. Future research should focus on the composition of motivating style, the assessment of dependent variables, the integration of different research perspectives and the examination of culture-related constructs.
Keywords motivating styles      self-determination theory      autonomy-supportive style      controlling style     
Corresponding Authors: WU Xin-Chun   
Issue Date: 15 April 2011
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LAI Dan-Feng,WU Xin-Chun. Teachers’ Motivating Style: Perspective of Self-determination Theory[J]. , 2011, 19(4): 580-588.
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http://journal.psych.ac.cn/xlkxjz/EN/     OR     http://journal.psych.ac.cn/xlkxjz/EN/Y2011/V19/I4/580
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