Title: Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior
Authors: Vansteenkiste, Maarten ×
Sierens, Eline
Goossens, Luc
Soenens, Bart
Dochy, Filip
Mouratidis, Anasthasios
Aelterman, Nathalie
Haerens, Leen
Beyers, Wim #
Issue Date: Dec-2012
Publisher: Pergamon Press
Series Title: Learning and Instruction vol:22 issue:6 pages:431-439
Abstract: Grounded in self-determination theory, the aim of this study was (a) to examine naturally occurring configurations of perceived teacher autonomy support and clear expectations (i.e., a central aspect of teacher structure), and (b) to investigate associations with academic motivation, self-regulated learning, and problem behavior. Based on person-centered analyses in a sample of high school students (N ¼ 1036), four different perceived teaching configurations emerged: high autonomy support e clear expectations, low autonomy support - vague expectations, high autonomy support, and clear expectations.
The teaching configuration characterized by perceived autonomy support and clear expectations was related to the most positive pattern of outcomes, whereas the opposing teaching configuration related to the most negative pattern of outcomes. The two remaining groups fell in between. The
discussion focuses on the compatibility of teacher autonomy support and teacher structure.
ISSN: 0959-4752
Publication status: published
KU Leuven publication type: IT
Appears in Collections:Professional Learning & Development, Corporate Training and Lifelong Learning
School Psychology and Child and Adolescent Development
× corresponding author
# (joint) last author

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