Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning,motivation and problem behavior |
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| Authors: | Maarten Vansteenkiste Eline Sierens Luc Goossens Bart Soenens Filip Dochy Athanasios Mouratidis Nathalie Aelterman Leen Haerens Wim Beyers |
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| Institution: | 1. Department of Psychology, Universiteit Gent, H. Dunantlaan 2, 9000 Gent, Belgium;2. Department of Psychology, Katholieke Universiteit Leuven, Tiensestraat 102, bus 3715, 3000 Leuven, Belgium;3. Department of Educational Sciences, Katholieke Universiteit Leuven, Dekenstraat 2, bus 3772, 3000 Leuven, Belgium;1. Ghent University, Faculty of Medicine and Health Sciences, Department of Movement and Sports Sciences, Watersportlaan 2, B-9000 Gent, Belgium;2. Ghent University, Faculty of Psychology and Educational Sciences, Department of Developmental, Personality and Social Psychology, Henri Dunantlaan 2, B-9000 Gent, Belgium;1. Department of Movement and Sports Sciences, Ghent University, Belgium;2. Flemish Research Foundation, Belgium;3. Department of Developmental, Personality and Social Psychology, Ghent University, Belgium;1. School of Education, Zhejiang International Studies University, China;2. Physical Activity and Well-Being Lab, School of Psychology, Curtin University, Australia;1. University of Leuven, Faculty of Psychology and Educational Studies, Tiensestraat 102, B-3000 Leuven, Belgium;2. Ghent University, H. Dunantlaan 2, 9000 Gent, Belgium;3. Bilkent University, Graduate School of Education, Main Campus-G Building, 06800, Bilkent, Ankara, Turkey;4. University of Leuven, Department of Psychology, Tiensestraat 102, B 3000 Leuven, Belgium;1. School of Psychology, Curtin University, Australia;2. School of Sport Science, Loughborough University, UK;3. Department of Physical Education and Sport Science, Islamic Azad University, Urmia Branch, Urmia, Iran;4. School of Psychology, James Cook University, Australia;5. Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland |
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| 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 = 1036), four different perceived teaching configurations emerged: high autonomy support – 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. |
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