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.

Developing Students’ Intrinsic Motivation to Write

Developing Students’ Intrinsic Motivation to Write

Today, the Common Core standards in the United States call for an increased emphasis on student writing in multiple subject areas. Some students may welcome more writing opportunities at school, while other students may dismiss writing as frustrating and burdensome. In their article, “The Bright and Dark Side of Writing Motivation: Effects of Explicit Instruction and Peer Assistance,” authors Fien de Smedt et al. explain that student motivation to write plays an important part in students’ actual writing performance. Previous studies have shown that students who have stronger beliefs in their own writing abilities and who are motivated to write actually have better writing performance (1). In contrast, students who have weaker beliefs in their own writing abilities and who are less motivated to write often display a dislike of writing in school (1). The question for De Smedt et al., then, is: How do we increase students’ motivation to write, and thus help them become more willing and better writers?