ArticleFrontiers in psychology2022
Teaching style and academic engagement in pre-service teachers during the COVID-19 lockdown: Mediation of motivational climate.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
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Who cites it
5 citing papers in PubMed.
- Performance on classroom simulations enhances preservice teachers' motivation in teaching: A latent change perspective.The British journal of educational psychology · 2025Article
- The relationship between parental autonomy support, teacher autonomy support, peer support, and university students' academic engagement: the mediating roles of basic psychological needs and autonomous motivation.Frontiers in psychology · 2025Article
- The relationship between autonomy, relatedness, and students' transformative experience: a cross-cultural study.Frontiers in psychology · 2025Article
- The Effect of the Motivational Climate on Satisfaction with Physical Education in Secondary School Education: Mediation of Teacher Strategies in Maintaining Discipline.Behavioral sciences (Basel, Switzerland) · 2023Article
- Detrimental Effects of Disempowering Climates on Teaching Intention in (Physical Education) Initial Teacher Education.International journal of environmental research and public health · 2023Article
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4 authors.
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Abstract
COVID-19 and the resulting confinement has had a great impact on the educational environment. Although research in initial teacher education has focused on studying the factors that lead to increased academic engagement, there is no evidence that examines the role of teacher interpersonal style and motivational classroom in a virtual learning context. The aim of this research was to analyze the mediating role of motivational climate between teacher interpersonal style (i.e., autonomy support and controlling style) and academic engagement climate in pre-service teachers in a resilient context. The research design was observational, descriptive, cross-sectional, and non-randomized. A total of 1,410 university students (pre-service teachers) participated (
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