Cortisol reactivity to a teacher's motivating style: the biology of being controlled versus supporting autonomy
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Reeve, Johnmarshall | - |
dc.contributor.author | Tseng, Ching-Mei | - |
dc.date.accessioned | 2021-09-07T14:35:29Z | - |
dc.date.available | 2021-09-07T14:35:29Z | - |
dc.date.created | 2021-06-14 | - |
dc.date.issued | 2011-03 | - |
dc.identifier.issn | 0146-7239 | - |
dc.identifier.uri | https://scholar.korea.ac.kr/handle/2021.sw.korea/112950 | - |
dc.description.abstract | We hypothesized that participants engaged in a learning activity would show a biological stress response when exposed to a controlling teacher but biological calm when exposed to an autonomy-supportive teacher. Seventy-eight undergraduates (53 females, 25 males) engaged in a 20-minute puzzle-solving activity while exposed to a teacher who enacted either a controlling, neutral, or autonomy-supportive motivating style. Salivary cortisol was assessed before, during, and after the learning activity, and a post-experimental questionnaire assessed participants' perceptions of the teacher's motivating style and indices of positive functioning. Manipulated motivating style affected participants' cortisol, as exposure to a controlling style increased cortisol while exposure to an autonomy-supportive style decreased it, relative to exposure to a neutral style. Correlational analyses with the self-report measures showed that cortisol reactivity occurred in response to interpersonal events rather than to psychological appraisals. We conclude that cortisol reactivity is sensitive to a teacher's motivating style and that elevated cortisol signals interpersonal obtrusion and pressure while dampened cortisol signals perspective-taking and support. | - |
dc.language | English | - |
dc.language.iso | en | - |
dc.publisher | SPRINGER/PLENUM PUBLISHERS | - |
dc.subject | SELF-DETERMINATION | - |
dc.subject | INTRINSIC MOTIVATION | - |
dc.subject | INTERPARENTAL CONFLICT | - |
dc.subject | STRESS | - |
dc.subject | RESPONSES | - |
dc.subject | STUDENTS | - |
dc.subject | BEHAVIOR | - |
dc.subject | PERFORMANCE | - |
dc.subject | PERSISTENCE | - |
dc.subject | PREDICTORS | - |
dc.title | Cortisol reactivity to a teacher's motivating style: the biology of being controlled versus supporting autonomy | - |
dc.type | Article | - |
dc.contributor.affiliatedAuthor | Reeve, Johnmarshall | - |
dc.identifier.doi | 10.1007/s11031-011-9204-2 | - |
dc.identifier.scopusid | 2-s2.0-79952107863 | - |
dc.identifier.wosid | 000287755600007 | - |
dc.identifier.bibliographicCitation | MOTIVATION AND EMOTION, v.35, no.1, pp.63 - 74 | - |
dc.relation.isPartOf | MOTIVATION AND EMOTION | - |
dc.citation.title | MOTIVATION AND EMOTION | - |
dc.citation.volume | 35 | - |
dc.citation.number | 1 | - |
dc.citation.startPage | 63 | - |
dc.citation.endPage | 74 | - |
dc.type.rims | ART | - |
dc.type.docType | Article | - |
dc.description.journalClass | 1 | - |
dc.description.journalRegisteredClass | ssci | - |
dc.description.journalRegisteredClass | scopus | - |
dc.relation.journalResearchArea | Psychology | - |
dc.relation.journalWebOfScienceCategory | Psychology, Experimental | - |
dc.relation.journalWebOfScienceCategory | Psychology, Social | - |
dc.subject.keywordPlus | SELF-DETERMINATION | - |
dc.subject.keywordPlus | INTRINSIC MOTIVATION | - |
dc.subject.keywordPlus | INTERPARENTAL CONFLICT | - |
dc.subject.keywordPlus | STRESS | - |
dc.subject.keywordPlus | RESPONSES | - |
dc.subject.keywordPlus | STUDENTS | - |
dc.subject.keywordPlus | BEHAVIOR | - |
dc.subject.keywordPlus | PERFORMANCE | - |
dc.subject.keywordPlus | PERSISTENCE | - |
dc.subject.keywordPlus | PREDICTORS | - |
dc.subject.keywordAuthor | Cortisol | - |
dc.subject.keywordAuthor | Motivating style | - |
dc.subject.keywordAuthor | Autonomy support | - |
dc.subject.keywordAuthor | Controlling | - |
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