Abstract: Teacher’s control refers to that teachers exert pressure on students through emotion or behavior in the teaching process, and force students to think, experience or act in a specific way. External control and internal control are two forms of typical control. External control is an explicit control which focuses on limiting choices and directing activities in a certain way, whereas internal control is an implicit control which constitutes more intrusive emotional manipulations. Teachers’ control measurement includes Teachers' Self-report Scale, Students' Report Scale and Experimental Observation. Teachers' Self-report Scale provides direct information about themselves but the information may not be true for the consideration of social approval. The Students’ Report Scale has advantages such as easy data collection and the wide extension, but it will also be affected by the teacher-student interaction and teachers’ preferences. The method based on Experimental Observation analyzes the behavior and performance of teachers’ control more comprehensively and objectively from the perspective of the third party, but there are also problems such as high requirements for practical operation, difficulty in coding and scoring, and low external validity. The theoretical foundation of teacher’s control is derived from Self-determination Theory（SDT）. SDT assumes that the process of internalization is the central to personality development and to individuals’ adjustment. Within SDT, autonomous regulation contributes to intrinsic motivation and well-internalized extrinsic motivation, whereas controlled regulation contributes to extrinsic, partially internalized or not internalized motivation, which forests psychological adjustment and even creates a vulnerability to maladjustment and psychopathology. Most studies hold that teacher’s control has a negative impact on students' emotions, motivation, engagement and academic performance. High-intensity teacher’s control may also lead to students' resistance or defensive behavior. The research on the influence mechanism of teacher’s control is mainly based on SDT, which verifies the mediating role of the need satisfaction and need frustration between teacher’s control and students’ performance. The three basic psychological need including autonomy, competence and relatedness have been drawn attention and the former two have been widely examined but not the latter. The gender differences and cultural differences are important issues in this area. Some studies have shown that teacher’s control has the same effect on boys or girls, but other studies reveal that boys are more sensitive to teacher’s control. With respect to cross-culture consistence, some researchers hold that teacher’s control strategies such as love withdrawal and shaming are more frequently used in the east than in the west, therefore the eastern children may perceive less feeling of being controlled and hurt than the western children, however, the conclusions of different studies are inconsistent. In the future, we should clarify the conception of teacher’s control, distinguish different kinds of control such as psychology control and behavior control, external control and internal control. Additionally, we should adopt hybrid research methods and longitudinal tracking design to fully reveal the impact of teacher’s control on student development. Moreover, cross-cultural research and the group differences research should be also conducted in the further study.

Key words: Teacher’s Control, Teachers’ Psychological Control, Controlling Teaching, Teacher’s Controlling Behavior

摘要： 教师控制是指教师通过情感操纵或行为对学生施加压力，迫使学生以特定方式思考、体验或行动。已有研究基于自我决定理论，验证了教师控制对学生的学业表现、情绪、行为等的影响作用和影响机制，但对于教师控制影响的跨文化差异和性别差异问题尚未形成共识。后续研究可进一步精细化分析不同类型的教师控制，采用混合式研究方法和纵向追踪设计分析教师控制的影响，进一步深化教师控制的本土化研究和群体异质性研究。

关键词: 教师控制, 教师心理控制, 控制性教学, 教师控制性行为