Regulatory mode preferences for autonomy supporting versus controlling instructional styles.
Regulatory mode preferences for autonomy supporting versus controlling instructional styles.
复制标题
支持自主性与控制性教学风格的监管模式偏好。
DOI：
10.1348/978185409x412444
复制
发表时间：
2009
期刊：
影响因子：
--
通讯作者：
A. Kruglanski
中科院分区：
文献类型：
--
作者：
Antonio Pierro;F. Presaghi;T. Higgins;A. Kruglanski
背景
在教育环境中进行的三项研究考察了教师教学风格的决定因素以及学生对这种风格所创造的学习氛围的满意度。
目标
研究一和研究二以调节模式理论为基础，检验了教师的运动取向与自主支持(控制)教学风格呈正相关，而评价取向与自主支持(控制)教学风格呈负相关的假设。研究3检验了学生的调节方式将与学校的普遍学习氛围相适应的假设。
样本
研究1的参与者为378名教师(278名女性)；研究2的参与者为96名教师(65名女性)；研究3的参与者为190名学生(均为男性)。
方法
参与者完成了包括教学风格测量(研究1和研究2)、感知的学习氛围和满意度(研究3)和调节模式取向(研究1和研究3)的问卷。在研究2中，实验诱导了调节模式定向。
结果
结果证实，教师的自主支持与控制风格与其运动取向呈正相关，与其评价倾向呈负相关；当学习氛围被认为是自主支持(与控制)时，运动(相对于评估)倾向较强的学生的满意度较高。
结论
研究表明，教师对教学风格的偏好受其调节方式取向的影响，而学习氛围对学生满意度的影响取决于学习气氛类型与学生调节方式取向的匹配程度。
BACKGROUND
Three studies carried out in educational settings examined determinants of teacher's instructional styles and students' degree of satisfaction with the learning climates created by such styles.
AIMS
Based upon regulatory mode theory, Studies 1 and 2 tested the hypotheses that teachers' locomotion orientation will be positively related, and their assessment orientation will be negatively related, to autonomy supportive (vs. controlling) instructional styles. Study 3 tested the hypothesis that students' regulatory mode will exhibit a fit effect with the prevalent learning climate in their school.
SAMPLES
Participants for Study 1 were 378 teachers (278 females); for Study 2 were 96 teachers (65 females); and for Study 3 were 190 students (all males).
METHOD
Participants completed questionnaires that included measures of teaching styles (Studies 1 and 2), perceived learning climate and satisfaction (Study 3), and regulatory mode orientations (Studies 1 and 3). In Study 2 regulatory mode orientations were experimentally induced.
RESULTS
Results confirmed that teachers' autonomy supportive versus controlling styles were positively related to their locomotion orientations and negatively related to their assessment orientation, and that students with a stronger locomotion (vs. assessment) orientation reported a higher level of satisfaction when the learning climate was perceived as autonomy supportive (vs. controlling).
CONCLUSIONS
The present studies show that teachers' preference for adopting an instructional style is influenced by their regulatory mode orientations, and that the effects of a learning climate on students' satisfaction are contingent on a fit between type of learning climate and students' regulatory mode orientations.
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影响因子：
7.6
作者：
A. Kruglanski;E. P. Thompson;E. Higgins;M. N. Atash;Antonio Pierro;J. Shah;Scott Spiegel
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