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External control relates to negative perceptions of teaching in English, mathematics, and Japanese
W. L. Q. Oga-Baldwin1, L. K. Fryer2
1Waseda University, Japan; 2University of Hong Kong, Hong Kong
In this study, we sought to identify students' motivational profiles and how those profiles change over the course of a school year at six secondary schools. We measured students' intrinsic and extrinsic regulation to create profiles at two time points, and investigated how the pattern of changes between motivational profiles related to teacher autonomy support, structure, and external control. The most significant pattern for increasing students' intrinsic regulation in relation to external regulation came through a reduction in perceptions of teacher control. Results indicate the importance of minimizing negative external control during the transition from elementary to secondary school.