‘Help, my teacher is pressuring me!’ Antecedents and consequences of students’ coping responses to controlling teaching

A controlling (i.e., pressuring) teaching style undermines students’ motivation and engagement. This project aims to identify both constructive and detrimental ways in which elementary school students cope with controlling teaching. It is examined whether controlling teaching is less harmful when students rely on more constructive coping responses. Also, an intervention is developed teaching students to interact with teachers more constructively.