Self-compassion shapes adoption of a motivating teaching style: The mediation of cognitive reappraisal

Teacher adoption of (de)motivating styles is a key factor in favoring or thwarting student inner motivational resources. A range of factors shape those styles. Some of them are underexplored such as self-compassion and cognitive reappraisal. This study aimed at assessing the relationships between teacher adoption of (de)motivating teaching styles and self-compassion, by testing the mediating role of cognitive reappraisal. A convenience sample of ninety-five teachers filled out measures of self-compassion, cognitive reappraisal, and motivating and demotivating styles. The results confirmed that cognitive reappraisal related to both self-compassion and structuring, controlling, and chaotic teaching styles. Importantly, self-compassion did not relate directly with the four (de)motivating teaching styles. Instead, cognitive reappraisal mediated the relationships between self-compassion and adoption of (de)motivating teaching styles. The relationships were significant for controlling, chaotic, and structuring styles. Implications for teachers and students are discussed.