Perceived differences in teachers' autonomy support form three student-level factors, including relative lack of autonomy support¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students' perceptions of differences in teachers' autonomy support are structured as three distinct student-level factors, one of which is relative lack of autonomy support. → Flunger 2024

Evidence¶

Flunger 2024¶

Flunger, B., Verdonschot, A., Zitzmann, S., Hornstra, L., & van Gog, T. (2024). A Bayesian approach to students' perceptions of teachers' autonomy support. Learning and Instruction, 91, 101873. https://doi.org/10.1016/j.learninstruc.2023.101873

q3 · i? · associational · r2

Bayesian Multilevel-CFAs on newly developed items measuring perceived differences in autonomy support (e.g., "During math class, the teacher often searches for additional strategies to make math more interesting for some students") in the 446-student sample yielded three student-level factors.

"Regarding perceived differences, we revealed three student-level factors (e.g., relative lack of autonomy support)."

Discussion¶

Related Claims¶

• Students distinguish individual from class-directed autonomy support at the student level, but class-level aggregates form one overall autonomy-supportive atmosphere factor — related
• Students' perceived relative lack of autonomy support positively predicts extrinsic regulation — related
• Perceived individual and class-directed autonomy support positively predict students' intrinsic motivation, effort, and persistence — related
• Individual choice provision showed low reliability and was merged with class-directed choice provision into one perceived choice provision factor — related