Is need-thwarting instruction really harmful? A systematic review of its associations with students’ learning motivation and malfunction

Abstract

Need-thwarting instruction is prevalent and invisible in educational settings, undoubtedly impacting learners’ learning motivation and performance. However, previous reviews analyzed self-determination constructs and learning outcomes mainly in the physical education settings, leaving their impacts in general education to be a scarcely-examined area. Therefore, this study aims to comprehensively review the relationship between need-thwarting teaching behaviors and learners’ motivation together with maladaptive performance in general education. According to the Self-Determination Theory, the findings display the inconsistent influence of need-thwarting behaviors on learners’ motivation and malfunction and dig out the potential reasons behind these inconsistencies, including debates on controlling teaching and controlled motivation. The surprising positive effects of controlling instruction on autonomous motivation and adaptive behaviors are also discussed coupled with possible explanations. Moreover, this study also unveils the complex mechanisms between these relationships by detecting some valuable mediators and moderators. In this vein, this study found that need-thwarting instruction would breed learners’ misconduct, however, its negative impact on motivation and malfunction deserves deeper investigation especially concerning controlled instruction. Hence, this study yields significant suggestions for teachers, designers, and future researchers.