Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior
ARTICLE
Maarten Vansteenkiste, Eline Sierens, Luc Goossens, Bart Soenens, Filip Dochy, Athanasios Mouratidis, Nathalie Aelterman, Leen Haerens, Wim Beyers
Learning and Instruction Volume 22, Number 6, ISSN 0959-4752 Publisher: Elsevier Ltd
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 (
Citation
Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., Aelterman, N., Haerens, L. & Beyers, W. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22(6), 431-439. Elsevier Ltd. Retrieved January 19, 2021 from https://www.learntechlib.org/p/199439/.
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