The Role of Students’ Self-Regulation in Their Perceptions of (De)Motivating Teaching Styles in Upper Secondary School

Subject Areas :

Masoumeh Mohammadi ¹ , Hamidreza Hassanabadi ^{2 *} , مهدی عرب زاده ³ , Javad Kavosian ⁴

1 -
2 - Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran.
3 - Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran.
4 - Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran.

Received: 2025-05-29 Accepted : 2025-09-27 Published : 2025-09-27

Keywords: Self-regulation, Motivating, Demotivating teaching styles, Self-Determination Theory.,

Abstract :

This study aimed to examine the role of self-regulation in students’ perceptions of motivating teaching styles (autonomy-support and structure) and demotivating teaching styles (control and chaos), based on the framework of Self-Determination Theory. The statistical population consisted of high school students in Tehran, Iran. A total of 800 students (490 girls and 310 boys), aged 16 to 18, were selected through multi-stage cluster sampling to ensure demographic and academic diversity. Data were collected using the School Situations Questionnaire (Alterman et al., 2019) and the Academic Self-Regulation Questionnaire (Gomez et al., 2019). The study employed a descriptive–correlational design with a quantitative approach. Data were analyzed using Pearson’s correlation coefficient and General Linear Modeling (GLM). The results revealed that self-regulation was positively and significantly related to perceptions of motivating teaching styles, and negatively and significantly related to perceptions of demotivating teaching styles. Moreover, GLM analyses indicated that self-regulation significantly predicted students’ perceptions of teaching styles. These findings are consistent with recent studies and highlight that strengthening students’ self-regulation strategies, alongside the implementation of motivating teaching styles, plays a critical role in enhancing students’ intrinsic motivation, engagement, and academic performance. Finally, the study outlines its limitations and offers directions for future research.

References:

Ahmadi, A. (2020). The relationship between self-regulated learning and academic achievement motivation in students. Research and Studies in Islamic Sciences, 2(17), 49–59.
Ainley, M. (2018). Interest and enjoyment in learning: The role of motivation and engagement. Educational Psychology Review, 30(1), 123-145.
Alterman, I., Smith, J., & Lee, K. (2018). The School Situational Motivation Scale: A tool for assessing teacher behaviors based on Self-Determination Theory. Journal of Educational Psychology, 110(5), 678–692. https://doi.org/10.1037/edu0000256
Asher, S. R., & Schunk, D. H. (2018). Motivation in education: Theory, research, and applications. Pearson.
Avecilla, P. A. S., Capina, X. E. R., & Javier, A. Y. (2023). Teachers' Teaching Style as Perceived by Students and its Influence on Students' Level of Self-Regulation and Motivation in Learning Psychology. Technium Soc. Sci. J., 43, 213.
Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29, 344-370.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice Hall.
Bannert, M., & Mengelkamp, C. (2013). Scaffolding hypermedia learning through metacognitive prompts. Instructional Science, 41, 387–410.
Behbahani, A. (2010). Technical and vocational education and the structure of education system in Iran. Procedia-Social and Behavioral Sciences, 5, 1071-1075.
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies and academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13.
Butler, R., Gendron, M., & Lavoie, L. (2019). Enhancing student motivation through autonomy-supportive teaching practices. Teaching and Teacher Education, 82, 45-55. https://doi.org/10.1016/j.tate.2019.03.007
Cassidy, S. (2011). Self-regulated learning in higher education: identifying key component processes. Studies in Higher Education, 36(8), 989–1000.
Chang, Y. (2010). Students' perceptions of teaching styles and use of learning strategies. Unpublished doctoral dissertation.
Chong, M. Y. C., Renandya, W. A., & Ng, Q. R. (2019). Demotivation in L2 classrooms: Teacher and learner factors. LEARN Journal: Language Education and Acquisition Research Network.
Codina, N., Castillo, I., Pestana, J. V., & Balaguer, I. (2020). Preventing procrastination behaviors: Teaching styles and competence in university students. Sustainability, 12(6), 2448.
Dortaj, F., & Afsharian, N. (2016). Factor structure evaluation of the Motivated Strategies for Learning Questionnaire (MSLQ) in Iranian students. Educational Measurement, 6(23), 23–43.
de la Fuente, J., Amate, J., González-Torres, M. C., Artuch, R., García-Torrecillas, J. M., & Fadda, S. (2020). Effects of levels of self-regulation and regulatory teaching on strategies for coping with academic stress in undergraduate students. Frontiers in psychology, 11, 22.
Deci, E. L., & Ryan, R. M. (Eds.). (2004). Handbook of self-determination research. University Rochester Press.
Evans, C., Harkins, M. J., & Young, J. D. (2020). Exploring teaching styles and cognitive styles: Evidence from school teachers in Canada. Educational Psychology, 28(1), 15-41.
Fu, D., Liu, Y., & Zhang, D. (2023). The relationship between teacher autonomy support and student mathematics achievement: a 3-year longitudinal study. Educational Psychology, 43(2-3), 187-206.
Gomez, R., Johnson, T., & Patel, S. (2019). Development and validation of the Student Self-Regulation Questionnaire (SRQ-A). Journal of Educational Psychology, 111(4), 678-692. https://doi.org/10.1037/edu0000356
Grasha, A. F. (2002). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Alliance Publishers.
Haji Shamsaei, M., Karshki, H., & Yazdi, S. A. A. (2013). The role of self-regulation in the academic adjustment of male and female students. Research in Educational Systems, 7(21), 1–17.
Hakimzadeh, R., Rouhi, M., & Moghaddamzadeh, A. (2023). Investigating the relationship between teaching styles of professors and students’ motivation and academic engagement in online learning environments: The mediating role of learning participation styles. Semi-Annual Journal of Curriculum Studies in Higher Education, 14(27), 69–110.
Hashemi, S. A. (2024). The relationship between perception of the classroom and academic self-regulation with the mediating role of students’ academic engagement. Paper presented at the First International Conference on Health, Hygiene, and Education, Sari, Iran.
Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.
Heydar Nejad, T., Fatemi, A. H., & Ghonsooly, B. (2021). The relationship between critical thinking, self-regulation, and teaching style preferences among EFL teachers: A path analysis approach. Journal of Language and Education, 7(1), 96–108.
Jiang, Y., & Zhang, L. (2021). Teacher motivational styles and student engagement: A meta-analysis. Journal of Educational Psychology, 113(3), 456-478. https://doi.org/10.1037/edu0000500
Johnson, T., Lee, K., & Patel, S. (2019). Gender differences in self-regulation and teaching style preferences: A cross-cultural analysis. Journal of Educational Research, 112(5), 567–578. https://doi.org/10.1080/00220671.2019.1649245
Kolb, A. Y., & Kolb, D. A. (2017). Experiential learning theory as a guide for experiential educators in higher education. ELTHE: A Journal for Engaged Educators, 1(1), 7–44.
Moè, A., & Katz, I. (2020). Emotion regulation and need satisfaction shape a motivating teaching style. Teachers and Teaching, 27(5), 370–387.
Mohammadi Darvish Baghal, N., Hatami, H. R., Asadzadeh, H., & Ahadi, H. (2013). Investigating the effect of teaching self-regulation strategies (cognitive and metacognitive) on motivational beliefs (academic motivation, self-efficacy, test anxiety) of high school students. Quarterly Journal of Educational Psychology, 9(27), 50–64.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). Academic Press.
Pratt, D. D., & Collins, J. B. (2000). The teaching perspectives inventory (TPI). Adult Education Research Conference Proceedings, 346-351.
Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106(3), 225-236. https://doi.org/10.1086/501484
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44(3), 159–175.
Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54–77.
Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209-218.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Safari, E, Hejazi, M (2017). Learning Styles and Self-regulation: An Associational Study on High School Students in Iran. Mediterranean Journal of Social Sciences, 8, 463 - 469. https://doi.org/10.5901/mjss.2017.v8n1p463
Schunk, D. H., & Greene, J. A. (2018). Handbook of Self-Regulation of Learning and Performance (2nd ed.). Routledge.
Schunk, D. H., & Zimmerman, B. J. (2012). Motivation and self-regulated learning: Theory, research, and applications. Routledge.
Taylor, I. M., & Lonsdale, C. (2010). Cultural differences in the relationships among autonomy support, psychological need satisfaction, subjective vitality, and effort in British and Chinese physical education. Journal of Sport and Exercise Psychology, 32(5), 655–673.
Veys Karami, H., Soleimani, M., & Sanobar, A. (2021). The effect of teaching self-regulated learning strategies on academic self-efficacy and test anxiety in underachieving female students. Educational and School Studies, 10(2), 87–106.
Wentzel, K. R. (2010). Students' relationships with teachers as motivational contexts. In Handbook of Motivation at School (pp. 301–322). Routledge.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Handbook of self-regulation (pp. 13–39). Academic Press.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.
Zimmerman, B. J. (2008). Goal setting: A key proactive source of academic self-regulation. Handbook of Self-Regulation of Learning and Performance, 65-78. Routledge.
Zimmerman, B. J., Schunk, D. H., & DiBenedetto, M. K. (2017). The role of self-efficacy and related beliefs in self-regulation of learning and performance. Handbook of competence and motivation: Theory and application, 313, 41-50.