Relationships Among Autonomy-Relevant Instruction, Classroom Racial Climate, and Student Engagement

• In Event: The Intersection and Integration of Motivation and Multicultural Theories in Education Research

Abstract

Objective

This study examined the extent to which autonomy relevant instruction and perceptions of the classroom racial climate (CRC) predict academic engagement among college students of color, and the extent to which this relationship is mediated by need satisfaction or frustration.

Theoretical Framework

We used Self-Determination Theory, which posits conditions that support and thwart motivation and engagement, as a guiding framework to explore whether students’ perceptions of the CRC are associated with satisfaction or frustration of their basic psychological needs of autonomy, competence, and relatedness (Deci et al., 1991), and in turn (dis)engagement. Further, we examined whether CRC bolsters the positive relationship between autonomy support and need satisfaction or buffers the positive relationship between controlling instruction and need frustration.

Participants

One-hundred and seventy-four ethnically minoritized (Mage=20.09; 71.78% female) undergraduate students enrolled in psychology courses completed surveys during 2021-2022 academic year. Participants were 54.39% Asian or Asian-American, 9.94% Black or African-American, 18.71% Hispanic or Latino/a/x, 7.60% Middle Eastern, and 9.36% reported as ‘Other’.

Measures

We measured students' behavioral, emotional, agentic, and cognitive (dis)engagement (Elliot et al., 1999; Furrer & Skinner, 2003; Pintrich & De Groot, 1990; Reeve & Tseng, 201). We also measured students’ perceptions of autonomy-supportive and controlling instruction, classroom racial climate, ethnic identity, and basic psychological need satisfaction in class (Byrd, 2017; Jang et al., 2009; Sellers, 2013; Sheldon & Hilpert, 2012; Williams & Deci, 1996).

Methods

We ran a series of structural equation model analyses in MPlus. Our models include need satisfaction as a mediator between autonomy-supportive instruction and engagement (Model 1a), and need frustration as a mediator between controlling instruction and disengagement (Model 1b). Direct paths from CRC to need satisfaction or frustration, respectively, and interactions between CRC and autonomy support or control were also examined.

Preliminary Results

Our final structural equation model with student engagement as the primary outcome (Model 1a) showed that need satisfaction fully mediates the relationship between CRC and engagement, such that perceptions of a more positive CRC was predictive of students’ need satisfaction (CFI/TLI: .932/.923, RMSEA: .066 and SRMR: .052). Need satisfaction also fully mediated the positive relationship between autonomy-supportive instruction and engagement. Model 1b showed that need frustration partially mediated the relationship between CRC and disengagement, such that more negative perceptions of the CRC were predictive of need frustration and disengagement (CFI/TLI of .942/.926, RMSEA of .084 and SRMR of .057). Need frustration also fully mediated the relationship between controlling instruction and disengagement. We did not find evidence for interactions.

Significance

Results show that promotion of cultural competence and cultural socialization, over and above autonomy support, are positively associated with ethnically minoritized college students’ feelings of need satisfaction and negatively associated with need frustration. We encourage researchers and instructors to consider how autonomy-supportive instruction and explicit promotion of a positive racial climate, through culturally relevant and responsive teaching practices, could reduce ethnically minoritized students’ experiences of control and surveillance and instead promote agency, confidence in students’ ability to succeed, and meaningful relationships between teachers and students (Ladson-Billings, 1995).

Authors

• Amanda Vite, University of Southern California
  Presenting Author

• Erika A. Patall, University of Southern California
  Non-Presenting Author

• Germine Awad, University of Michigan
  Non-Presenting Author