Multilevel conceptualization of autonomy support: climate, contextual, and perceived-difference constructs¶
Research Method · All research methods
Evidence · 4 claims (4 for) · 1 study (1 associational),q3· 0 of 1 report an effect size · 4 claims rest on one study
Description¶
The article conceptualizes teachers' autonomy support as a multilevel construct with distinct operationalizations: class-directed support measured with class-referent items forms an L2 climate construct reflecting the "overall classroom-specific autonomy-supportive climate"; individual support is an L1 construct whose class aggregate forms a contextual construct indicating how similarly teachers support students; and perceived differences (including relative lack of support) capture within-classroom inequality. The overall autonomy-supportive atmosphere is a shared perception combining class-aggregated individual and class-directed support. This framework motivated the study's doubly latent multilevel modeling of student perceptions.
Accounts¶
- Multilevel conceptualization of autonomy support: climate, contextual, and perceived-difference constructs: The article conceptualizes teachers' autonomy support as a multilevel construct with distinct operationalizations: class-directed support measured with class-referent items forms an L2 climate construct reflecting the "overall classroom-specific autonomy-supportive climate"; individual support is an L1 construct whose class aggregate forms a contextual construct indicating how similarly teachers support students; and perceived differences (including relative lack of support) capture within-classroom inequality. The overall autonomy-supportive atmosphere is a shared perception combining class-aggregated individual and class-directed support. This framework motivated the study's doubly latent multilevel modeling of student perceptions. (Flunger et al. (2024))
Claims¶
- Students distinguish individual from class-directed autonomy support at the student level, but class-level aggregates form one overall autonomy-supportive atmosphere factor [+M]
- Perceived differences in teachers' autonomy support form three student-level factors, including relative lack of autonomy support [+M]
- Students' perceived relative lack of autonomy support positively predicts extrinsic regulation [+W]
- Perceived individual and class-directed autonomy support positively predict students' intrinsic motivation, effort, and persistence [+W]
Related Research Methods¶
Key Sources¶
- 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
Page metadata
| Field | Value |
|---|---|
type |
research-method |
id |
multilevel-conceptualization-of-autonomy-support-climate-contextual-and-perceived-differen |
title |
Multilevel conceptualization of autonomy support: climate, contextual, and perceived-difference constructs |
description |
The article conceptualizes teachers' autonomy support as a multilevel construct with distinct operationalizations: class-directed support measured with class-referent items forms an L2 climate construct reflecting the "overall classroom-specific autonomy-supportive climate"; individual support is an |
status |
review |
generated |
by process:settle-candidates on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
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