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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. 相似文献
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Schwartz Liron Adler Idit Madjar Nir Zion Michal 《Journal of Science Education and Technology》2021,30(4):582-593
Journal of Science Education and Technology - Engaging students in inquiry is a key component in order to fulfill essential goals in science education. To achieve successful engagement in inquiry... 相似文献