Autonomy-Supportive Classroom Climate in Mixed-Grade Classes in a Japanese Elementary School

Ryo Okada

Journal of Educational and Developmental Psychology, 2021, vol. 11, issue 2, 39

Abstract: The purpose of this study was to examine the effects of an autonomy-supportive classroom climate on intrinsic motivation in mixed-grade classes. A total of 398 children (eight to twelve years old) in a Japanese elementary school participated in a questionnaire study with two measurement occasions. Path analysis revealed that perceived autonomy-supportive classroom climate was related to perceived active participation structure, which, in turn, was related to intrinsic motivation. The effects of perceived autonomy-supportive classroom climate on intrinsic motivation were mediated by the perceived active participation structure. These relationships did not vary with the children’s grades. These results suggest that an autonomy-supportive classroom climate promotes children’s intrinsic motivation in mixed-grade classes.

Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:ibn:jedpjl:v:11:y:2021:i:2:p:39

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