Santana-Monagas, ElisaFerreira, PaulaVeiga Simão, AnaNúñez, Juan L.2025-02-062025-02-062024Santana-Monagas, E., Costa Ferreira, P., Veiga Simão, A. M., & Núñez, J. L. (2024). How (de)motivating teaching styles shape message framing outcomes on students’ self-efficacy, emotions, and grades. Learning and Individual Differences, 110, 102420. https://doi.org/10.1016/j.lindif.2024.102420 https://doi.org/10.1016/j.lindif.2024.1024201041-6080http://hdl.handle.net/10400.5/98158In this study, a mixed method and prospective design was followed to achieve two objectives: code student responses to an open-ended question about their teachers’ teaching and examine how this classification relates with the associations among students’ self-reports on teachers’ message framing (gains or losses), their selfefficacy, academic achievement emotions, and teacher reported grades. 1107 Spanish students in grades 9 to 12 participated in the study. GPT-4 was used to code the open-ended question responses on teachers’ teaching style. Structural equation modeling (SEM) tested the hypothesized relations among variables accounting for the teaching styles. Results from the SEM revealed that gain-framed messages related positively with student out comes, as opposed to loss-framed messages, but only when teachers displayed a motivating teaching style. For demotivating teachers, messages did not relate with students’ outcomes except for gain-framed messages and student adaptive emotions. Directions for future research and implications for educational practice are discussed.engMessage-framingAcademic performanceControl-value theoryAchievement emotionsArtificial intelligencejournal article10.1016/j.lindif.2024.1024201873-3425