ABSTRACT

Self-determination theory was used to determine the impact of perceived autonomy – supportive teaching and academic self-perception on engagement in learning and school performance of 174 10th graders. Multilevel structural equation modeling tested the model in which teacher-provided autonomy support perception first nurtures students’ academic self perception; the extent of self perception then predicts the extent of classroom engagement. Findings reveal that provision of autonomy support within classrooms predicted students’ self-efficacy and academic self concept. The conceptualization of engagement includes behavioral (effort, task persistence) and emotional components. These components were assessed and their antecedents and consequences examined. Results indicated that behavioral engagement was grounded in expectancy for success and academic self efficacy and emotional engagement in academic self-concept, expectancy for success and academic self-efficacy. Both behavioral and emotional engagement facilitated academic performance. Implications for the achievement and adjustment of adolescents in school are discussed. The conceptual model and subsequent findings established in this study provide clues for further theoretical development and practical applications concerning the mediating mechanism between perceived autonomy-supportive teaching and academic performance.

KEYWORDS: autonomy support perception, academic self-perception, academic self-concept, school engagement

PAGES:289-313