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A new circumplex model of (de)motivating teaching styles distinguishes not only between autonomy support and controlling behaviors which lead to basic need support/thwarting in students, but between the level of direction in teaching/learning. The latter are described by two styles - structure and chaos. However, investigations of this model are still rare, especially in the context of higher education. This study extends previous literature by examining the proposed circular nature of the model in a new higher education context and investigating teaching experience, education, identity, and teaching approaches as possible determinants of higher education teachers’ (de)motivating styles. A total of 130 university teachers participated in an online survey and filled out Croatian versions of the SIS-HE Questionnaire, the Psychologically Controlling Teaching Questionnaire, part of the Teacher as a Social Context Questionnaire and the Approaches to Teaching Questionnaire. Multidimensional scaling analysis and correlational patterns confirmed the assumed circularity of the model. Correlational patterns with other instruments measuring teaching styles were in line with expectations. Out of all the examined teacher characteristics, only prior teacher education and teaching approaches were important determinants of higher education teachers’ (de)motivating styles. Those with higher levels of teacher education used structure more and chaos less often. Having a student-centered teaching approach was related to using more motivating styles of autonomy support and structure and less chaos as a demotivating style, while a teacher-centered approach was related to the use of control and chaos as demotivating styles.
Huić et al. (Thu,) studied this question.