The Effect of Positive Teacher Culture on Self-Regulatory Climate in an Urban School District

• In Event: Examining the Influences of Teacher Collaboration and Socialization on Instructional Practices

Abstract

Recent studies have found that when students’ psychological needs are met, they are more likely to become intrinsically motivated (Assor, Kaplan, & Roth, 2002; Jang, Reeve, & Deci, 2010; Soenens & Vansteenkiste, 2005; Reeve, Jang, Carrell, Jeon, & Barch, 2004). When schools provide supports for the fulfillment of student psychological needs, a self-regulatory climate emerges (Adams et al., in press). However, there is limited research on factors that promote a school environment supportive of student psychological needs. The purpose of this study is to gain an understanding of factors that have an effect on self-regulatory climate by examining the relationship between a positive teacher culture and self-regulatory climate.

Authors

• Gaetane Jean-Marie, University of Louisville

• Katherine A. Curry, Oklahoma State University

• Ellen Dollarhide, University of Oklahoma

• Curt M. Adams, University of Oklahoma