Teachers’ Conditional Regard and Students’ Need Satisfaction and Agentic Engagement: A Multilevel Motivation Mediation Model

Rinat Cohen, Anat Moed, Anat Shoshani, Guy Roth, Yaniv Kanat-Maymon

Research output: Contribution to journalArticlepeer-review

Abstract

Teachers’ conditional positive regard and conditional negative regard are common motivational techniques in the classroom. This study investigated their respective effects on adolescent students’ agentic engagement, while considering students’ basic psychological needs for autonomy and relatedness as potential mediators. Data collected from 30 teachers and 651 7th to 10th graders (52% female) were used to test a multilevel mediation model. The results indicated that teachers’ conditional negative regard undermined students’ agentic engagement by frustrating both of their autonomy and relatedness needs. Teachers’ conditional positive regard thwarted students’ sense of autonomy, which consequently undermined their agentic engagement. The findings are discussed in terms of conditional positive and negative regard as undesirable classroom motivational practices and the mechanisms through which they operate. The discussion also notes the importance of investigating contextual factors at the classroom level.

Original languageAmerican English
Pages (from-to)790-803
Number of pages14
JournalJournal of Youth and Adolescence
Volume49
Issue number4
Early online date3 Sep 2019
DOIs
StatePublished - 1 Apr 2020

Keywords

  • Agentic engagement
  • Basic psychological needs
  • Conditional regard
  • Motivation
  • Self-determination theory

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Social Psychology
  • Social Sciences (miscellaneous)

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