What Is Behind Motivating and Demotivating Styles of Interaction with Students: The Role of the Teacher's Personal Potential

The motivating and demotivating teaching styles identified within the framework of self- determination theory has become the subject of active research in recent decades [1], [9]. Interest in this issue is primarily due to encouraging results showing that these styles are indeed associated with students' basic psychological needs, productive motivation, engagement and achievement. In this study, on the basis of the concept of personal potential (D. Leontiev) and the self-determination theory (E. Deci, R. Ryan), variables of personal potential are studied that may be important for motivating (supporting autonomy and structuring) and demotivating (chaotic and controlling) styles of teacher- student interaction. In a sample of Russian teachers (N=391, 96% female), teacher interaction styles were measured using appropriate scales, as well as indicators of personal potential: resilience, self-regulation, responsibility, systemic reflection, tolerance to uncertainty, and a person's life position. Based on zero-order correlations, it was found that all of the listed components of personal potential show the expected relations with teacher’s interaction styles. Using general linear models and structural equation modeling, it was revealed that the most important components of personal potential, making an independent contribution to interaction styles, are such characteristics of personal maturity as responsibility, resilience, and systemic reflection. Personally experienced teachers with a high degree of these characteristics tend to use more constructive motivating styles of interaction with students (supporting autonomy and structuring), providing them with rules and structure, offering choice and explaining the significance of a particular task, while teachers with reduced indicators of personal potential tend to show control and chaos, demonstrating demotivating interaction styles. Data on variables characterizing the personal potential of successful teachers can be used in practice, for example, in general teachers’ selection (in case of several applicants for one position) or assortment of teachers for certain classes.