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Psychological Science and Education
2021. Vol. 26, no. 1, 51–65
https://doi.org/10.17759/pse.2021260103
ISSN: 1814-2052 / 2311-7273 (online)

Diagnostics of Motivating and Demotivating Styles of Teachers: “Situations-in-School” Questionnaire

 
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Abstract

There is a certain lack of of instruments for assessing the relationship between learning outcomes and the teacher’s communication style with students which determines children’s involvement in the learning process and their motivation.The article presents the results of adapting the self-determination theory-based questionnaire, Situations-in-School, for Russian-speaking educational environments on a sample of primary and secondary school teachers (N = 1400) from nine regions of Russia.This questionnaire assesses the four basic styles of teacher-student interaction (autonomy support, structure, control, and chaos) and their subtypes.The results of multidimensional scaling and confirmatory factor analysis indicate that the structure of the questionnaire at the level of items and subscales corresponds to a circular model (circumplex).The presence of eight subscales in the structure of the questionnaire is confirmed by CFA.The correlations of the scales with indicators of resilience and professional self-efficacy indicate construct validity.The questionnaire can be used both for research purposes and in the practice of school psychologists to assess the style of communication between teachers and students.

General Information

Keywords: assessing the teachers’ motivating style, motivating and demotivating styles, Situations-in-School questionnaire, self-determination theory, autonomy, structure, chaos, control

Journal rubric: Educational Psychology

OpenAlex citations: 15

OpenAlex trends: Motivation and Self-Concept in Sports, Psychology of Development and Education, Youth Development and Social Support

Information about the work in OpenAlex

Number of citations: 15

Topics

Motivation and Self-Concept in Sports

This cluster of papers explores the application and implications of Self-Determination Theory in understanding human motivation, well-being, and behavior across various domains such as education, sports, and health. It delves into topics such as intrinsic motivation, autonomy support, psychological needs satisfaction, motivational climate, and the impact on individual and social development.

Number of works: 62366  |  Total number of citations: 1317950

Topic detailsв OpenAlex

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Youth Development and Social Support

This cluster of papers explores the concept of positive youth development, focusing on the impact of youth development programs, extracurricular activities, and community engagement on adolescent development. It delves into the promotion of social skills, life skills development, and critical consciousness among young individuals, emphasizing the role of after-school and sport-based programs in fostering positive outcomes. The research also highlights the significance of civic participation and its influence on youth development.

Number of works: 42881  |  Total number of citations: 540939

Topic detailsв OpenAlex

Work details in OpenAlex

DOI: https://doi.org/10.17759/pse.2021260103

Funding. The reported study was funded by Russian Foundation for Basic Research (RFBR), project number 18-013-00386.

Published

For citation: Gordeeva, T.O., Sychev, O.A. (2021). Diagnostics of Motivating and Demotivating Styles of Teachers: “Situations-in-School” Questionnaire. Psychological Science and Education, 26(1), 51–65. (In Russ.). https://doi.org/10.17759/pse.2021260103

© Gordeeva T.O., Sychev O.A., 2021

License: CC BY-NC 4.0

References

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Information About the Authors

Tamara O. Gordeeva, Doctor of Psychology, Full Professor, Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Leading Researcher, Laboratory of Childhood Psychology and Digital Socialization, Federal Scientific Centre for Psychological and Multidisciplinary Research, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0003-3900-8678, e-mail: tamgordeeva@gmail.com

Oleg A. Sychev, Candidate of Science (Psychology), Associate Professor, Senior Researcher at the Research Departament, Biysk branch, Altai State Pedagogical University, Associate Professor at the Department of Quality of Life Psychotherapy, Moscow Institute of Psychoanalysis, Biysk, Russian Federation, ORCID: https://orcid.org/0000-0002-0373-6916, e-mail: osn1@mail.ru

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