The Relationship Between Teacher’s Autonomy-Supportive Behavior and Learning Strategies Applied by Students: The Role of Teacher Support and Equity

Agne Brandisauskiene, Loreta Buksnyte-Marmiene, Jurate Cesnaviciene and Gabija Jarasiunaite-Fedosejeva

SAGE Open, 2023, vol. 13, issue 2, 21582440231181384

Abstract: This study aimed to investigate the role of teacher support and equity in the relationship between teacher’s autonomy-promoting behavior and students’ learning strategies. The approach examines the direct relationship between teacher’s autonomy-supportive behavior and students’ learning strategies and via perceived teacher support. It also discusses the effect of perceived equity for the relationship between autonomy-supportive behavior in teacher’s and teacher support. Data were obtained from 24 secondary schools in nine Lithuanian municipalities with poor socioeconomic level contexts ( N  = 632 pupils). The findings revealed that teacher’s autonomy-supportive behavior is directly associated to student’s greater use of learning strategies, as well as through a mediator—student’s perceptions of teacher support. The association between teacher’s autonomy-supportive behavior and teacher support is moderated by students’ perceived equity so that the positive relationship is stronger for students with a higher than with a lower perceived equity. This study adds to the understanding of the importance of teacher behavior for students’ learning by concentrating on equity, which is especially essential for students from low-income families. Teachers may foster equity by providing more possibilities for autonomy for all students, creating a supportive classroom environment and inviting students to be active participants in the learning process.

Keywords: teacher’s autonomy-supportive behavior; learning strategies; equity; teacher relationships; socioeconomic status (search for similar items in EconPapers)
Date: 2023
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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:13:y:2023:i:2:p:21582440231181384

DOI: 10.1177/21582440231181384

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