Are teachers' psychological control, autonomy support and autonomy suppression associated with students' goals?

Nir Madjar, Adi Nave, Shiran Hen

Research output: Contribution to journalArticleResearchpeer-review

16 Citations (Scopus)


This study investigated associations between student-perceived teacher behaviours and students personal goal orientations. Thus, the study applied theoretical concepts from self-determination theory and parenting style in an attempt to enhance understanding of additional environmental characteristics possibly affecting personal goal orientation. Moreover, it examined psychological control in a classroom context, whereas it was previously investigated mainly within parent-child relationships. Junior-high school students (n = 191) completed questionnaires to reveal their perceptions of teacher practices and their own personal goals. The distinction between teachers psychological control and autonomy suppression was supported by confirmatory factor analysis; however, they were highly correlated. When regarded as two dimensions of teachers compelling behaviours, they associated positively with performance-approach and performance-avoidance goals and negatively with mastery goals. Teachers are advised to avoid various compelling practices.
Original languageEnglish
Pages (from-to)43 - 55
Number of pages13
JournalEducational Studies
Issue number1
Publication statusPublished - 2013

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