Bibliographic citations
Dammert, M., (2018). Estilo motivacional docente, necesidades psicológicas básicas y compromiso hacia la lectura en estudiantes de primaria [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/9886
Dammert, M., Estilo motivacional docente, necesidades psicológicas básicas y compromiso hacia la lectura en estudiantes de primaria []. PE: Pontificia Universidad Católica del Perú; 2018. http://hdl.handle.net/20.500.12404/9886
@misc{sunedu/2650100,
title = "Estilo motivacional docente, necesidades psicológicas básicas y compromiso hacia la lectura en estudiantes de primaria",
author = "Dammert Freundt Thurne, Martin",
publisher = "Pontificia Universidad Católica del Perú",
year = "2018"
}
Grounded in Self-Determination Theory, this study explored the relationships between teachers' autonomy supportive and controlling style, satisfaction and frustration of basic psychological needs, and agentic and behavioural engagement in 235 students from fourth and fifth grade from a private school in Lima. This study also examined the psychometric properties of the instruments finding optimum evidences of validity and reliability in the sample. Perceived teachers' autonomy support positively associated with satisfaction of basic psychological needs (r = .20, p < .01), behavioural engagement (r = .12, p < .05), and agentic engagement (r = .12, p < .05). Moreover, perceived controlling teaching correlated positively with frustration of basic psychological needs (r = .23, p < .001) and negatively with behavioural (r = -.17, p < .01) and agentic (r = -.19, p < .01) engagement. A path analysis indicated that the relationship between perceived autonomy support and engagement is mediated by the satisfaction of basic psychological needs. On the other hand, perceived controlling teaching shows a direct and negative path towards agentic and behavioural engagement without mediation of the basic psychological needs. Results are discussed using the notion of a bright and dark side of motivation whilst reading during library visits.
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