Differential effects of perceptions of equal, favourable and unfavourable autonomy support on educational and well-being outcomes
File version
Accepted Manuscript (AM)
Author(s)
Ada, Elif Nilay
Ahmadi, Malek
Caltabiano, Nerina
Wang, Deming
Thogersen-Ntoumani, Cecilie
Hagger, Martin S
Griffith University Author(s)
Primary Supervisor
Other Supervisors
Editor(s)
Date
Size
File type(s)
Location
Abstract
In this study, we examined whether high-school students experienced optimal educational and well-being outcomes when they perceived that they and their classmates received an equal, rather than unequal, and high amount of autonomy support from teachers. In a prospective study that aimed to predict academic grades and well-being outcomes, surface analyses of polynomial regression equations pointed that perceptions of equal autonomy support were the most optimal in terms of yielding highest levels of need satisfaction, autonomous forms of motivation and happiness with math courses. Additionally, in accordance with tenets of self-determination theory, we demonstrated that effects associated with perceptions of equal autonomy support were mediated by autonomous forms of motivation and psychological needs. Findings suggest that researchers and practitioners may be able to facilitate optimal educational and well-being outcomes by encouraging teachers to distribute autonomy support equally across students.
Journal Title
Contemporary Educational Psychology
Conference Title
Book Title
Edition
Volume
58
Issue
Thesis Type
Degree Program
School
Publisher link
Patent number
Funder(s)
Grant identifier(s)
Rights Statement
Rights Statement
© 2019 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
Item Access Status
Note
Access the data
Related item(s)
Subject
Specialist studies in education
Psychology