The synergistic relationship of perceived autonomy support and structure in the prediction of self‐regulated learning

Abstract

The interaction suggests that structure was associated with more self-regulated learning under conditions of moderate and high autonomy support only. Therefore, when teachers want their students to evaluate themselves, to plan their study activities, and to think about themselves as learners, the teachers are encouraged to provide help, instructions, and expectations in an autonomy-supportive way.

Perceived structure and achievement goals as predictors of students' self-regulated learning and affect and the mediating role of competence need satisfaction

“…Similar to Sierens et al (2009), our research indicates that the more teachers are perceived to communicate clear expectations and rules, monitor and adjust their teaching practices accordingly, behave in a contingent way, and provide the necessary help Correlations between the other variables of the study refer to the full sample (N = 606) and values greater than |.08| and |.12| are significant at .05 and .01 levels, respectively.…”

“…As students in chaotic environments feel less capable and sure of how to proceed, they are less likely to become (or remain) task-engaged and to exhibit positive emotionality (Reeve, 2006;Skinner et al, 1998). As the few correlational (e.g., Sierens et al, 2009), observational (e.g., Jang et al, 2010Seidel et al, 2005), and interventional (e.g., Tessier, Sarrazin, & Ntoumanis, 2010) studies have evidenced, structure is linked with many desired outcomes, including active class engagement, self-determined motivation, and use of high quality cognitive processes.…”

“…Instead of examining structure solely as a betweenclassroom (e.g., Seidel et al, 2005) or within-classroom characteristic (thus reflecting between-student differences; e.g., Sierens et al, 2009), we considered it at both the classroom and student level. We formulated five hypotheses and one research question.…”

“…Second, provision of structure as a classroom characteristic has been relatively Learning and Individual Differences 23 (2013) [179][180][181][182][183][184][185][186] understudied (Farkas & Grolnick, 2010). For instance, although structure has been linked with outcomes such as more self-regulated learning (Sierens, Vansteenkiste, Goossens, Soenens, & Dochy, 2009), less problem behavior (Vansteenkiste et al, in press), and more active class engagement (Jang et al, 2010), its relation with class-related emotional experiences remains unknown. More importantly, except Jang et al's (2010) work, structure has hardly been studied as a between-classroom characteristic.…”

Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?

“…We expected further to find another extreme subtype of students with overall negative perceptions of the instructional quality in math class. As it is well known that single characteristics of instructional quality, such as perceived structuredness and autonomy support, are independent learning factors that can be complementary [51], we expected to find mixed subtypes of students' perceived characteristics of instructional quality structuredness of teachers' instruction, teachers' social support, and discursive effectiveness.…”