The Impact of Controlling Teaching on Students’ Academic Achievement: A Moderated Mediation Model

• In Event: Thursday Roundtable Session 9:00 am
  In Roundtable Session: A Rising Tide Lifts All Ships: Critically Conscious Educator Communities (Table 34)

Abstract

Based on the self-determination theory (SDT), this study focused on the impact of controlling teaching on students' academic achievement in the context of Chinese collectivistic culture. The sample consisted of 4,611 fifth-grade students from 12 primary schools located in Anhui province of mainland China. The results showed that controlling teaching was positively related to external motivation, and negatively predicted students' internal motivation as well as academic achievement. Further, emotion regulation played a moderating role in the relationship between controlling teaching and students' external motivation. The study proved the cross-culture of SDT and reminded us of the significance of reducing controlling teaching and protecting students’ internal motivation, especially for students with higher emotion regulation level.

Authors

• Xueyang Yue, Beijing Normal University

• Pingping Zhang, Zhengzhou University

• Mian Li, Beijing Normal University