How Autonomy Support Mediates the Relationship between Self-Efficacy and Approaches to Learning

Autor/in	Kulakow, Stefan
Titel	How Autonomy Support Mediates the Relationship between Self-Efficacy and Approaches to Learning
Quelle	In: Journal of Educational Research, 113 (2020) 1, S.13-25 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kulakow, Stefan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2019.1709402
Schlagwörter	Personal Autonomy; Correlation; Self Efficacy; Learning Strategies; Age Differences; Student Centered Learning; Early Adolescents; Foreign Countries; Memorization; Secondary School Students; Classroom Environment; Competence; Cognitive Processes; Germany + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Korrelation; Self-efficacy; Selbstwirksamkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Age; Difference; Age difference; Altersunterschied; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Gedächtnistraining; Sekundarschüler; Klassenklima; Unterrichtsklima; Kompetenz; Cognitive process; Kognitiver Prozess; Deutschland
Abstract	The significant interplay between self-efficacy, autonomy support and approaches to learning in adolescent students is widely recognized. However, less is known about whether substantial differences exist between early and middle adolescent students from schools with different environments. To close this research gap, this study used latent mean comparison and multigroup structural equation modeling with questionnaire data from a sample of German adolescent students (N = 1153; M[subscript AgeT1] = 13.97, SD = 1.37; M[subscript AgeT2] = 14.27, SD = 1.25) in two waves. Multigroup structural equation modeling reveals that autonomy functions as a mediator in the association between self-efficacy and approaches to learning only for students from schools with a student-centered learning environment based on competence-matrices in contrast to a teacher-directed learning environment, particularly for early adolescent students. More specifically, adolescents' approaches to learning can be enhanced through autonomy-supportive learning independently of their self-efficacy. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01