Identifying Configurations of Perceived Teacher Autonomy Support and Structure: Associations with Self-Regulated Learning, Motivation and Problem Behavior

Autor/inn/en	Vansteenkiste, Maarten; Sierens, Eline; Goossens, Luc; Soenens, Bart; Dochy, Filip; Mouratidis, Athanasios; Aelterman, Nathalie; Haerens, Leen; Beyers, Wim
Titel	Identifying Configurations of Perceived Teacher Autonomy Support and Structure: Associations with Self-Regulated Learning, Motivation and Problem Behavior
Quelle	In: Learning and Instruction, 22 (2012) 6, S.431-439 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2012.04.002
Schlagwörter	Personal Autonomy; Learning Motivation; Teacher Attitudes; Self Determination; Correlation; Student Motivation; Self Management; Behavior Problems; High School Students; Academic Achievement; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Motivation for studies; Lernmotivation; Lehrerverhalten; Selbstbestimmung; Korrelation; Schulische Motivation; Selbstmanagement; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulleistung; Teacher student relationships; Lehrer-Schüler-Beziehung
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. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10