Poster #1 - The Impact of Autonomy-Supportive Teaching on the Growth of Students' Academic Performance: A Longitudinal Study

• In Event: 51.082 - MTCC Poster Session 12
  In Poster Session: 51.082-1 - Longitudinal Studies Poster Session

Abstract

Autonomy-supportive teaching is considered as an effective approach to motivated students to engage in learning according to Self-Determination Theory (SDT). The present study investigated the effect of autonomy support on math achievement over time (from grade 4 to 6), using a longitudinal designed survey in Chinese elementary schools. Totally 1624 participants were assessed over four waves. Autonomy need satisfaction and classroom engagement were involved as predictors of achievement’s growth factor. Latent growth curve modelling (LGCM) resulted that perceived autonomy support accounted for the individual differences between lower grade students’ math achievement more than higher grade. Student’s autonomy need satisfaction could positively predict the growth rate of their achievement, while classroom engagement had significant positive effect on their initial achievement.

Authors

• Dan Wei, Beijing Normal University

• Danhui Zhang, Beijing Normal University