Abstract

Main objective of the present research is to investigate, in a sample of 188 Italian teachers, the relationship between locomotion and assessment regulatory mode orientations (Kruglanski et al., 2000) and teaching styles (Autonomy supportive vs. Controlling, Deci Abstracts 179 et al., 1981). Results showed the preference for teachers high (vs. low) in locomotion for an autonomy supportive teaching style, and the preference for teachers high (vs. low) in assessment for a more controlling style. These relationships were respectively mediated by teachers intrinsic and extrinsic motivation.