Autonomy-Supportive and Controlling Styles of Teaching

2015

Autonomy-supportive and controlling styles of teaching are usually considered to be the opposite ends of a single continuum. An alternative view, however, is that individuals can perceive both styles simultaneously, which suggests that they are different constructs ( Bartholomew, Ntoumanis, Ryan, Bosch, & Thøgersen-Ntoumani, 2011 ). Using cluster analysis, Study 1 (N = 160) confirmed that both teaching styles were perceived by students. Four clusters appeared depending on the student’s score on the measures of autonomy and controlling styles (high autonomy–high control; low autonomy–low control; high autonomy–low control; low autonomy–high control). Participants in the high autonomy–lo…

Effects of autonomy-supportive and controlling styles on situational self-determined motivation: some unexpected results of the commitment procedure.

2015

International audience; Distinct and simultaneous effects of autonomy-supportive and controlling styles, usually considered as mutually exclusive, on situational self-determined motivation are tested. In Study 1, economics students ( N = 100; 57 men, 43 women; M age = 21.5 yr.) were randomly assigned to one of the four experimental conditions (high vs. low) of autonomy supportive and / or controlling behaviors during a task. Results supported the independence of those constructs. An unexpected effect in regards to Self-determination Theory was found in the Low autonomy – High control condition in which self-determined motivation was observed. The interpretation for this specific condition, …

Trait self-esteem and claimed self-handicapping motives in sports situations

2012

International audience; We examined the relationship between physical self-esteem and claimed self-handicapping among athletes by taking motives into consideration. In Study 1, 99 athletes were asked to report their tendency to engage in claimed self-handicapping for self-protective and self-enhancement motives (trait measures). Low self-esteem athletes reported a higher tendency to engage in claimed self-handicapping for these two motives compared with high self-esteem athletes. Neither low nor high self-esteem athletes reported a preference for one motive over the other. In Study 2, 107 athletes participated in a test that was ostensibly designed to assess high physical abilities - and th…

Conséquences de la saillance de modèles et contre-modèles : Les apports de la psychologie sociale

2016

Le Soi et l’Identité.

2011

L’objectif de ce chapitre est de clarifier la littérature sur le Soi et l’Identité, d’une part en soulignant la complexité et les fréquentes confusions faites à leur propos (Introduction), et d’autre part en proposant des définitions et une articulation de ces concepts afin de mieux en comprendre le fonctionnement (section 1), en particulier dans des situations potentiellement menaçantes (section 2). En filigrane, seront cités et brièvement présentés les différents outils existants pour mesurer les différentes composantes du Soi.