摘要：Motivational orientation is a pattern of beliefs that produces different ways of approaching, engaging in, and responding to achievement situations. Teachers can influence students’ Motivational orientation through the motivational style they use. This study aim was to examining the role of autonomy-supportive versus controlling motivational style in students’ motivational orientation in mathematics. In first stage, A group got easy match test and B group had difficult test. In second stage, all subjects got a same math test in average difficulty. Results of tow-ways ANOVA analyses shown that students with autonomy support perception solved more problems in second test and shown mastery orientation. Such results were not found for subjects who had easy test at first stage. Results recommend autonomy-supportive motivational style should be encouraged in students, if they will be encountering with difficult tasks.
