No aspect of structure should be left behind in relation to student autonomous motivation

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dc.contributor.authorMouratidis, Athanasios
dc.contributor.authorMichou, Aikaterini
dc.contributor.authorTelli, Sibel
dc.contributor.authorMaulana, Ridwan
dc.contributor.authorHelms-Lorenz, Michelle
dc.date.accessioned2025-01-27T18:56:04Z
dc.date.available2025-01-27T18:56:04Z
dc.date.issued2022
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractBackground: Provision of structure in classroom settings constitutes one of the pillars of conducive learning environments. However, little is known whether the particular elements of provided structure—namely, contingency, clear expectations, help and support, and monitoring—are equally important for student learning and motivation. Aims: In this cross-sectional study, we aimed to investigate to what extent students’ autonomous motivation is linearly and curvilinearly related to their perceptions of their teachers’ contingency, clear expectations, help and support, and monitoring. Sample: Participants were 12,036 Turkish adolescent students (age range: 15–19 years; 54.4% males) from 446 classes, nested into 24 public schools. Methods: Cross-sectional, based on student ratings of their self-determined motivation and their teacher structure provision and autonomy support. Results: Multilevel and ordinary least-squares polynomial regression analyses showed all the four perceived structure elements to predict autonomous motivation, with expectations and contingency (especially when coupled with monitoring) being even more important predictors than the other elements. Response surface analyses also showed strong positive relation between autonomous motivation and all the possible pairs of the four elements of perceived structure along the line of congruence, suggesting an additive effect when teachers are thought to be contingent and helpful and supportive (or monitor their students, or clearly communicate their expectations). Conclusions: These findings imply the key role that teachers could play in enhancing their students’ autonomous motivation by providing all the elements of structure. © 2022 The British Psychological Society.
dc.identifier.doi10.1111/bjep.12489
dc.identifier.endpage1108
dc.identifier.issn0007-0998
dc.identifier.issue3
dc.identifier.pmid35170032
dc.identifier.scopus2-s2.0-85124594086
dc.identifier.scopusqualityQ1
dc.identifier.startpage1086
dc.identifier.urihttps://doi.org/10.1111/bjep.12489
dc.identifier.urihttps://hdl.handle.net/20.500.12428/12845
dc.identifier.volume92
dc.indekslendigikaynakScopus
dc.indekslendigikaynakPubMed
dc.language.isoen
dc.publisherJohn Wiley and Sons Ltd
dc.relation.ispartofBritish Journal of Educational Psychology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_Scopus_20250125
dc.subjectAutonomous motivation; classroom environment; response surface analysis; self-determination theory; structure
dc.titleNo aspect of structure should be left behind in relation to student autonomous motivation
dc.typeArticle

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