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• W2783525436 abstract "Abstract We sought to identify teachers' personality-based antecedents that tend them toward an autonomy-supportive or controlling motivating style. We assessed both aspects of teachers' motivating styles at the beginning of the semester (T1, Time 1) and again after all teachers had completed a semester-long intervention (T2) to learn how to become more autonomy supportive and less controlling. At the start of the semester, 42 full-time elementary-grade teachers (25 females, 17 males) completed a packet of questionnaires to self-report their core traits (the big five) and eight surface traits (e.g., causality orientations , authoritarianism) that we hypothesized would predict one motivating style or the other, while their 633 students self-reported their autonomous motivation. Regression-based analyses revealed four findings: (1) High levels of openness to experience and agreeableness both individually predicted teachers' T1 autonomy-supportive motivating style; (2) high levels of control causality orientation and authoritarianism both individually predicted T1 controlling motivating style; (3) high levels of autonomy causality orientation and personal growth initiative both individually predicted a post-intervention change in T2 autonomy-supportive motivating style; and (4) high level of control causality orientation predicted a post-intervention change in T2 controlling motivating style. These findings suggest a robust relation between personality and teachers' motivating styles." @default.
• W2783525436 created "2018-01-26" @default.
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• W2783525436 date "2018-02-01" @default.
• W2783525436 modified "2023-09-24" @default.
• W2783525436 title "Personality-based antecedents of teachers' autonomy-supportive and controlling motivating styles" @default.
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• W2783525436 doi "https://doi.org/10.1016/j.lindif.2018.01.001" @default.
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