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The impact of perceived teachers’ autonomy support on students’ mathematics achievement: evidences based on latent growth curve modelling

  • Dan Wei
  • Danhui ZhangEmail author
  • Jingwen He
  • Janette Bobis
Article
  • 52 Downloads

Abstract

According to the self-determination theory, autonomy-supportive teaching is considered an effective approach to motivate students to learn. The present study investigates the effect of students’ perceived autonomy support on math achievement over time, i.e. from grades 4 to 6, using a longitudinal survey administered in Chinese elementary schools. A total of 1624 participants were assessed over four waves. Autonomy need satisfaction and classroom engagement were included as predictors of achievement growth. Latent growth curve modelling (LGCM) indicated that perceived autonomy support accounted for more variance in mathematics achievement among 4th- and 5th-grade students than it did for 6th-grade students. Furthermore, student autonomy need satisfaction positively predicted the growth rate of their achievement, while behavioural engagement significantly and positively predicted both the growth rate and the average initial level of mathematics achievement.

Keywords

Perceived autonomy support Autonomy need satisfaction Engagement Mathematics achievement Latent growth curve modelling 

Notes

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Copyright information

© Instituto Superior de Psicologia Aplicada, Lisboa and Springer Nature B.V. 2019

Authors and Affiliations

  • Dan Wei
    • 1
  • Danhui Zhang
    • 2
    Email author
  • Jingwen He
    • 2
  • Janette Bobis
    • 3
  1. 1.Faculty of PsychologyBeijing Normal UniversityBeijingChina
  2. 2.Collaborative Innovation Center of Assessment Toward Basic Education QualityBeijing Normal UniversityBeijingChina
  3. 3.The University of SydneySydneyAustralia

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