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

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation Pub Date : 2025-03-18 DOI:10.1016/j.lmot.2025.102117

Yuxia Shi , Yupeng Lin , Zhonggen Yu

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引用次数: 0

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.

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阻碍需求的指导真的有害吗？它与学生学习动机和学习障碍的关系的系统综述

在教育环境中，阻碍需求的教学是普遍而无形的，无疑会影响学习者的学习动机和表现。然而，先前的综述主要分析了体育教育环境下的自我决定结构和学习结果，使其对普通教育的影响成为一个很少研究的领域。因此，本研究旨在全面探讨通识教育中需求阻碍教学行为与学习者动机及适应不良表现之间的关系。根据自我决定理论，研究结果显示了需求阻碍行为对学习者动机和功能障碍的影响不一致，并挖掘了这些不一致背后的潜在原因，包括对控制教学和控制动机的争论。本文还讨论了控制教学对自主动机和适应行为的惊人积极影响，并给出了可能的解释。此外，本研究还通过检测一些有价值的中介和调节因子，揭示了这些关系之间的复杂机制。在这方面，本研究发现需求阻碍教学会滋生学习者的不当行为，但其对动机和功能障碍的负面影响值得深入研究，特别是在控制教学方面。因此，本研究为教师、设计师和未来的研究者提供了重要的建议。

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来源期刊

Learning and Motivation Multiple-

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Learning and Motivation features original experimental research devoted to the analysis of basic phenomena and mechanisms of learning, memory, and motivation. These studies, involving either animal or human subjects, examine behavioral, biological, and evolutionary influences on the learning and motivation processes, and often report on an integrated series of experiments that advance knowledge in this field. Theoretical papers and shorter reports are also considered.