Perceived Teacher Autonomy Support, Structure, and Emotional Support: Promoting Early Adolescents’ Self-Regulated Learning and Engagement

• In Event: Poster Session 12
  In Poster Session: Motivation in Education SIG Poster Session 1

Abstract

This study investigated perceived teacher provisions (i.e., autonomy support, structure, and emotional support) and their implications for early adolescents’ self-regulated learning and classroom engagement. Sixth, seventh, and eighth grade students (N=209, 61% females) were surveyed in the spring of the school year. This study examined: 1) relations among perceived teacher provisions, self-regulated learning, and engagement; and 2) gender differences in mean levels as well as concurrent associations among constructs. In line with hypotheses, perceived teacher autonomy support, structure, and emotional support had unique and interactive implications for academic self-regulation and engagement. Mean levels and associations among constructs differed by gender. Results contribute to our understanding of the role of teacher provisions in supporting self-regulated learning and engagement during early adolescence.

Authors

• Sarah M. Kiefer, University of South Florida

• Sarah Pennington, University of South Florida