Teacher psychological control relates indirectly to reduced vitality and to both disengagement forms through the two need frustrations¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r1–r2 · q2
Currency · newest study 2016 · checked against its sources 2026-10-23 (automated, 3 of 3 entries) · not reviewed by a person

Subclaims¶

q2 i? Teacher psychological control negatively predicted pupils' subjective vitality through competence frustration (β = -.38, p < .001). → Stephen R. Earl 2016 q2 i? Teacher psychological control positively predicted active disengagement through autonomy frustration (β = .07, p < .05). → Stephen R. Earl 2016 (2) q2 i? Teacher psychological control predicted passive disengagement through competence frustration and reduced feelings of vitality (β = .06, p < .001). → Stephen R. Earl 2016 (3)

Evidence¶

Stephen R. Earl 2016¶

Stephen R. Earl, Ian M. Taylor, Carla Meijen and Louis Passfield (2016). Autonomy and Competence Frustration in Young Adolescent Classrooms: Different Associations with Active and Passive Disengagement. Learning and Instruction, 49, 32-40. https://doi.org/10.1016/j.learninstruc.2016.12.001

q2 · i? · associational · r2

Indirect effect calculated within the structural equation model of the cross-sectional survey: teacher psychological control "negatively predicted pupils’ subjective vitality through competence frustration (β = -.38, p < .001)".

"Teacher psychological control negatively predicted pupils’ subjective vitality through competence frustration (β = -.38, p < .001)."

Stephen R. Earl 2016 (2)¶

Stephen R. Earl, Ian M. Taylor, Carla Meijen and Louis Passfield (2016). Autonomy and Competence Frustration in Young Adolescent Classrooms: Different Associations with Active and Passive Disengagement. Learning and Instruction, 49, 32-40. https://doi.org/10.1016/j.learninstruc.2016.12.001

q2 · i? · associational · r2

Indirect effect within the same structural equation model: teacher psychological control "positively predicted pupil active disengagement through the autonomy frustration (β = .07, p < .05)".

"Teacher psychological control positively predicted pupil active disengagement through the autonomy frustration (β = .07, p < .05)."

Stephen R. Earl 2016 (3)¶

Stephen R. Earl, Ian M. Taylor, Carla Meijen and Louis Passfield (2016). Autonomy and Competence Frustration in Young Adolescent Classrooms: Different Associations with Active and Passive Disengagement. Learning and Instruction, 49, 32-40. https://doi.org/10.1016/j.learninstruc.2016.12.001

q2 · i? · associational · r1

Indirect effect within the same structural equation model: teacher psychological control "predicted passive disengagement through competence frustration and reduced feelings of vitality (β = .06, p < .001)".

"Teacher psychological control predicted passive disengagement through competence frustration and reduced feelings of vitality (β = .06, p < .001)."

Discussion¶

Learner Variables¶

• Affect Regulation — outcome: instruction changes it

Related Claims¶

• Autonomy frustration directly and positively predicts teacher-rated active disengagement, not explained by reduced vitality — related
• Competence frustration correlates with passive but not active disengagement, while autonomy frustration correlates with both — related
• Competence frustration is indirectly and positively associated with teacher-rated passive disengagement via reduced subjective vitality — related