Vervolgonderzoek zou kunnen aftoetsen of de effecten behouden blijven (en of er zelfs misschien effecten bijkomen) wanneer leerlingen langer en op verschillende momenten blootgesteld worden aan een controlerende leerkracht. Daarnaast is er ook nog onderzoek
45 nodig naar de ontwikkeling van coping. Welke factoren dragen in welke mate bij aan het ontwikkelen van een adaptieve copingstrategie? Mogelijks veranderen stijlen met de leeftijd, is het afhankelijk van het temperament van de jongere en is de sociale context van belang. Onder sociale context vallen natuurlijk ook de leerkrachten. De vraag is dan of een controlerende leerkracht kan zorgen of een leerling een maladaptieve copingstijl ontwikkelt. Het kan ook zijn dat wanneer een leerling door andere factoren een adaptieve copingstijl ontwikkeld heeft, dit mogelijks buffert tegen de negatieve effecten van een controlerende leerkracht. Vervolgens is het belangrijk om te onderzoeken of een adaptieve copingstrategie bijdraagt aan een betere ontwikkeling en welke factoren daar dan voor zorgen (Skinner & Zimmer-Gembeck, 2007). Een volgende suggestie is dat men vervolgonderzoek doet naar de onderliggende processen van de gevonden hoofdeffecten op motivatie en betrokkenheid. Het zou kunnen dat dit gelijkaardige paden volgt zoals bij lesstijl en dat er ook een donker en helder pad te onderscheiden zijn. Inzicht in deze paden kan leiden tot effectievere interventieprogramma’s. Tot slot kan het effect van een accommoderende leerling op de leerkracht verder onderzocht worden. Leerkrachten stellen minder controlerende en meer autonomie-ondersteunende gedragingen bij leerlingen waarvan ze denken dat ze gemotiveerd zijn en meer betrokken zijn. Onderzoek moet uitwijzen of leerkrachten deze tendensen vertonen bij leerlingen die een accommoderende strategie toepassen. Dit kon niet onderzocht worden in voorliggend onderzoek, aangezien gebruik werd gemaakt van filmpjes met een controlerende leerkracht. Deze past zich namelijk niet aan de leerling aan. Verder zou onderzoek zou zich kunnen toespitsen op onderhandeling als adaptieve copingstrategie. Mogelijks heeft onderhandeling betere effecten omdat het leerlingen helpt te interageren met de leerkracht en ze met deze in discussie kunnen treden. Bijgevolg moeten ze niet alleen zelf leren aanvaarden.
Conclusie
In deze studie werden effecten van lesstijl en accommodatie op autonome motivatie, gecontroleerde motivatie, amotivatie, betrokkenheid en onbetrokkenheid onderzocht bij jongeren uit het vijfde en het zesde middelbaar. Resultaten tonen aan dat voornamelijk de perceptie van controle van belang is bij de leerlingen. Accommodatie kan ervoor zorgen dat leerlingen een hogere kwantiteit van motivatie hebben en meer betrokkenheid vertonen. Verrassend was dat een accommoderende strategie ook meer gecontroleerde motivatie met zich mee bracht. Er werden geen bufferende effecten teruggevonden van een accommoderende strategie. Er was echter wel een versterkend effect op gecontroleerde motivatie. Leerlingen die
46 een accommoderende strategie hanteren zullen hier dus wel algemene voordelen ondervinden, maar het vormt geen buffer tegen de negatieve effecten van een controlerende leerkracht. Hier wordt net een tegengesteld proces gevonden. Leerlingen die meer accommoderen zullen ook meer gecontroleerde motivatie ervaren van een controlerende leerkracht. Wat de onderliggende processen zijn en of deze gelijkaardig zijn aan die van lesstijl, zou een interessant vervolgonderzoek kunnen zijn.
47
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