| Abstract [eng] |
The aim of this study is to determine a relationship between students' academic identity and (de)motivating teaching styles in seventh and eighth grade. The study involved 374 students: (185 (49,5%) 7 seventh-grade students, 189 (50,5%) 8 eighth-grade students, 187 (50%) girls, 151 (40,4%) boys, ages between 12 and 14, average 13,4. The research was based on different assessment tools: Utrecht-Management of Identity Commitments Scale (Crocetti, Rubini, Meeus, 2008); Situations-in-School questionnaire - student version (Aelterman et al., 2019); sociodemographic survey; academic achievement. The results show that: boys perceived their teachers as more autonomy supportive and participative. Higher academic achievement is associated with motivating styles and subareas. Demotivating teaching styles positively predict reconsideration of commitment, whilst motivating teaching styles positively predict commitment and in-depth exploration. Depending on students' identity status, they tend to perceive their teachers behavior differently: the moratorium group perceives their teachers as less autonomy supportive and structured, and more abandoning; the searching moratorium group perceives their teachers as more controlling and chaotic; the moratorium group perceives their teachers as more motivating. The research results, limitations, recommendations discussed. |
