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Title: Teachers’ communicative style: The role of perceived autonomy, competence, and relatedness
Authors: Falcón Pulido, Samuel 
Santana Monagas, Elisa 
Núñez Alonso, Juan Luis 
Loro Ferrer, Juan Francisco 
León González-Vélez, Jaime José 
UNESCO Clasification: 5803 Preparación y empleo de profesores
6104 Psicopedagogía
58 Pedagogía
61 Psicología
Keywords: Educational Psychology
Secondary Education
Issue Date: 2021
Project: ¿Qué mensajes utilizan los docentes de secundaria para fomentar el estudio? Una intervención formativa online 
Conference: 19th Biennial EARLI Conference for Research on Learning and Instruction (EARLI 2021) 
Abstract: Teachers’ communicative style has been recently addressed by researchers, yet the reason why teachers use a certain style remains unexplored. This study aimed to identify profiles of teachers’ communicative style and how these relate to teachers’ needs (autonomy, relatedness and competence) and students’ performance. The sample comprised a total of 48 teachers and 1150 students. At the student-level, latent profile analysis showed three profiles: gain-framed messages (GFM), no-messages (NM), and all-messages (AM). At the teacher-level, multilevel profile analysis showed an active and a passive profile. Results indicated that both, the thwarting and the fulfilment, of teachers’ basic needs was related to the communicative style they adopted. Likewise, the communicative style adopted by teachers was related to student’s performance. Thus, present findings help to better understand why teachers adopt certain behaviours and how these relate to student outcomes.
Source: 19th Biennial EARLI Conference for Research on Learning and Instruction (EARLI 2021). Education and Citizenship: Learning and Instruction and the Shaping of Futures. Book of Abstracts, 27 August. Session Room 18. p. 279
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