Learning from authoritarian teachers: Controlling the situation or controlling yourself can sustain motivation

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dc.contributor.authorChaffee, Kathryn E.
dc.contributor.authorNoels, Kimberly A.
dc.contributor.authorMcEown, Maya Sugita
dc.date.accessioned2014-10-07T09:08:24Z
dc.date.available2014-10-07T09:08:24Z
dc.date.issued2014-06
dc.description.abstractPositive psychology encompasses the study of positive outcomes, optimal functioning, and resilience in difficult circumstances. In the context of language learning, positive outcomes include academic engagement, self-determined motivation, persistence in language learning, and eventually becoming a proficient user of the language. These questionnaire studies extend previous research by addressing how these positive outcomes can be achieved even in adverse circumstances. In Study 1, the primary and secondary control scales of interest were validated using 2468 students at a Canadian university. Study 2 examined the capacity of 100 Ca- nadian language learners to adjust themselves to fit in with their environment, termed secondary control, and how it was related to their motivation for and engagement in language learning and their feelings of anxiety speaking in the class- room. Secondary control in the form of adjusting one’s attitude towards language learning challenges through positive reappraisals was positively associated with self-determined motivation, need satisfaction, and engagement. In regression analyses, positive reappraisals were also found to buffer the negative effects of having a controlling instructor on students’ engagement and anxiety. These find- ings suggest that personal characteristics interact with the learning environment to allow students to function optimally in their language courses even when the teacher is controlling.pl_PL
dc.description.articlenumber9pl_PL
dc.description.journaltitleStudies in Second Language Learning and Teachingpl_PL
dc.description.number2pl_PL
dc.description.pageof355pl_PL
dc.description.pageto387pl_PL
dc.description.volume4pl_PL
dc.identifier.citationStudies in Second Language Learning and Teaching, 2014, vol. 4, no. 2, pp.355-387pl_PL
dc.identifier.doihttps://doi.org/10.14746/ssllt.2014.4.2.9
dc.identifier.issn2083 5205
dc.identifier.urihttp://hdl.handle.net/10593/11795
dc.language.isoenpl_PL
dc.publisherZakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszupl_PL
dc.subjectprimary controlpl_PL
dc.subjectsecondary controlpl_PL
dc.subjectpositive reappraisalpl_PL
dc.subjectmotivationpl_PL
dc.subjectcontrolling instructorpl_PL
dc.titleLearning from authoritarian teachers: Controlling the situation or controlling yourself can sustain motivationpl_PL
dc.typeArtykułpl_PL

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Studies in Second Language Learning and Teaching, 2014, vol. 4, no. 2
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