基于自我决定理论的教师激励风格研究述评  

Teachers' Motivating Style:Perspective of Self-determination Theory

作　　者：赖丹凤[1,2] 伍新春[1] 

机构地区：[1]北京师范大学心理学院,北京100875 [2]厦门大学公共事务学院,厦门361005

出　　处：《心理科学进展》2011年第4期580-588,共9页Advances in Psychological Science

基　　金：北京市教育科学"十一.五"规划重点项目(AIA08064)资助

摘　　要：自我决定理论认为,教师激励风格是影响学生学习动机的重要外在因素。本文从概念内涵、测量方式、作用机制及影响因素等方面梳理了近十年来教师激励风格的相关研究,结果发现教师激励风格对学生学习的不同指标都具有重要作用,但其具体作用机制仍不明确;而教学动机、教师心理需要的满足等会影响教师激励风格的形成和改变。因此,在未来的研究中应进一步关注概念结构的澄清、因变量指标的扩充、研究视角的整合和对文化适用性的反思。The Self-Determination Theory （SDT） states that teachers＇ motivating style is one of the most important factors that influence students＇ motivation to study.The theory defines motivating style as teachers＇ interpersonal style during motivating and maintaining students＇ learning initiatives.According to SDT,there are two types of motivating styles,namely,autonomy-supportive style and controlling style.Research has shown that students＇ learning motivation and behaviors are dramatically influenced by teachers＇ motivating styles.Although the structure and mechanism of teachers＇ motivating style is not entirely clear,most research has confirmed the benefit of autonomy-supportive motivating style and proved that teachers＇ motivating styles can be transformed through training.Future research should focus on the composition of motivating style,the assessment of dependent variables,the integration of different research perspectives and the examination of culture-related constructs.

关 键 词：激励风格 自我决定理论 支持自主型 控制型 

分 类 号：G443[哲学宗教—心理学]