Differential effects of perceptions of equal, favourable and unfavourable autonomy support on educational and well-being outcomes

Chatzisarantis, Nikos, Ada, Elif, Ahmadi, Malek, Caltabiano, Nerina, Wang, Deming, Thogersen-Ntoumani, Cecilie, and Hagger, Martin (2019) Differential effects of perceptions of equal, favourable and unfavourable autonomy support on educational and well-being outcomes. Contemporary Educational Psychology, 58. pp. 33-43.

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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.

Item ID: 57200
Item Type: Article (Research - C1)
ISSN: 1090-2384
Keywords: Equality in autonomy support, Differential treatment, Need satisfaction, Academic achievement
Date Deposited: 28 May 2019 23:59
FoR Codes: 17 PSYCHOLOGY AND COGNITIVE SCIENCES > 1701 Psychology > 170103 Educational Psychology @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930299 Teaching and Instruction not elsewhere classified @ 100%
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