How Controlling Teaching Styles Affect Student Motivation and Sense Self-Worth

How Controlling Teaching Styles Affect Student Motivation and Sense of Self-Worth

Enter middle school. New teachers. New peers. New pressures. New challenges. In middle school, students experience numerous intellectual challenges and changes. And academic motivation is one of them. Many students who were motivated and curious during elementary school may find themselves less engaged as middle school progresses. Researchers Kimberley J. Bartholomew et al. note that for many students, “the adolescent years mark the beginning of a downward spiral in school-related motivation and engagement that often leads to academic underachievement” (50). While student family-life and physical changes may play a part in students’ changes in motivation during these years, Bartholomew et al. argue that teachers’ instructional styles also significantly influence student motivation and behavior. In particular, their paper, “Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences,” examines how students’ perceptions of controlling teaching styles is linked to not only a decrease in student intrinsic motivation, but also to student behaviors that hurt their academic performance.