Emotion regulation and need satisfaction shape a motivating teaching style

Teachers whose basic psychological needs for competence, autonomy and relatedness are satisfied tend to use a motivating teaching style characterised by the provision of autonomy support and structure, whereas teachers whose needs are frustrated tend to use controlling or chaotic styles which are co...

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Bibliographic Details
Published in:Teachers and teaching, theory and practice theory and practice, 2021-07, Vol.27 (5), p.370-387
Main Authors: Moè, Angelica, Katz, Idit
Format: Article
Language:English
Subjects:
Achievement Need
Correlation
Emotional regulation
Emotions
Foreign Countries
High School Teachers
Measures (Individuals)
Middle School Teachers
motivating teaching styles
Need satisfaction and frustration
Personal Autonomy
Psychological Needs
reappraisal
Self Control
Social Desirability
Student Motivation
suppression
Teacher Attitudes
Teacher Student Relationship
Teaching methods
Teaching Styles
Well Being
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Summary:Teachers whose basic psychological needs for competence, autonomy and relatedness are satisfied tend to use a motivating teaching style characterised by the provision of autonomy support and structure, whereas teachers whose needs are frustrated tend to use controlling or chaotic styles which are considered de-motivating. Given the importance of an autonomy supportive and motivating teaching style, it is crucial to better understand how it can be fostered and maintained. Since emotion regulation has been shown to affect both teachers' and students' well-being, this research tested the hypothesis that it shapes the association between teachers' need satisfaction or frustration and the adoption of (de)motivating styles. Three hundred teachers filled in questionnaires to assess need satisfaction and frustration, the emotion regulation strategies of reappraisal and suppression, and their teaching styles. The results confirmed the mediating role of reappraisal and the moderation of emotional suppression. Teachers' need satisfaction was linked with reappraisal, which in turn was related to the autonomy supportive and structuring motivating styles. High emotional suppression related with the adoption of a controlling style independently of need frustration levels. Only low levels of emotional suppression and need frustration lessened the adoption of a controlling style. Theoretical and educational implications are discussed.
ISSN:1354-0602
1470-1278
DOI:10.1080/13540602.2020.1777960