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Teachers’ Autonomy-Supportive Behaviour and Learning Strategies Applied by Students: The Role of Students’ Growth Mindset and Classroom Management in Low-SES-Context Schools

Author

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  • Agne Brandisauskiene

    (Educational Research Institute, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, LT-44248 Kaunas, Lithuania)

  • Loreta Buksnyte-Marmiene

    (Department of Psychology, Faculty of Social Sciences, Vytautas Magnus University, Jonavos Str. 66, LT-44191 Kaunas, Lithuania)

  • Ausra Daugirdiene

    (Educational Research Institute, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, LT-44248 Kaunas, Lithuania)

  • Jurate Cesnaviciene

    (Teacher Training Institute, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, LT-44248 Kaunas, Lithuania)

  • Gabija Jarasiunaite-Fedosejeva

    (Department of Psychology, Faculty of Social Sciences, Vytautas Magnus University, Jonavos Str. 66, LT-44191 Kaunas, Lithuania)

  • Egle Kemeryte-Ivanauskiene

    (Educational Research Institute, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, LT-44248 Kaunas, Lithuania)

  • Rasa Nedzinskaite-Maciuniene

    (Educational Research Institute, Education Academy, Vytautas Magnus University, K. Donelaičio Str. 58, LT-44248 Kaunas, Lithuania)

Abstract

This study explored a moderated mediation model, which is based on the assumption about the direct relationship between teachers’ autonomy-supportive behaviours and students’ learning strategies and via perceived classroom management as well as the effect of growth mindset for the relationships between (1) teachers’ autonomy-supportive behaviours and learning strategies applied by students and (2) perceived classroom management and learning strategies applied by students. Data were collected from 23 secondary schools in municipalities in Lithuania with low SES (socioeconomic status) contexts (N = 581 students). The results showed that teachers’ autonomy-supportive behaviours are directly and positively related to the increased use of learning strategies applied by the student. The perceived classroom management mediates the relationship between teachers’ autonomy-supportive behaviours and learning strategies applied by the students. In this case, we have an inconsistent mediation, so the mediator acts as a suppressor (the indirect path through mediator is negative, while the direct is positive). The growth mindset does not moderate the relationship between perceived teachers’ autonomy supportive behaviours and the students’ use of learning strategies, but growth mindset moderates the relationship between perceived classroom management and learning strategies applied by the student. For students with a lower or moderate growth mindset, greater perceived classroom management is related to the lesser use of learning strategies. However, for those with a higher growth mindset, greater perceived classroom management is related to greater use of learning strategies. This study contributes to the understanding of the importance of teachers’ behaviours for students’ learning by focusing on classroom management and growth mindset.

Suggested Citation

  • Agne Brandisauskiene & Loreta Buksnyte-Marmiene & Ausra Daugirdiene & Jurate Cesnaviciene & Gabija Jarasiunaite-Fedosejeva & Egle Kemeryte-Ivanauskiene & Rasa Nedzinskaite-Maciuniene, 2022. "Teachers’ Autonomy-Supportive Behaviour and Learning Strategies Applied by Students: The Role of Students’ Growth Mindset and Classroom Management in Low-SES-Context Schools," Sustainability, MDPI, vol. 14(13), pages 1-17, June.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:13:p:7664-:d:845958
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    References listed on IDEAS

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    1. Jean-Louis Berger & Céline Girardet & Cynthia Vaudroz & Marcel Crahay, 2018. "Teaching Experience, Teachers’ Beliefs, and Self-Reported Classroom Management Practices: A Coherent Network," SAGE Open, , vol. 8(1), pages 21582440177, January.
    2. Agne Brandisauskiene & Loreta Buksnyte-Marmiene & Jurate Cesnaviciene & Ausra Daugirdiene & Egle Kemeryte-Ivanauskiene & Rasa Nedzinskaite-Maciuniene, 2021. "Connection between Teacher Support and Student’s Achievement: Could Growth Mindset Be the Moderator?," Sustainability, MDPI, vol. 13(24), pages 1-14, December.
    3. Sabrina Vandevelde & Hilde Van Keer & Emmelien Merchie, 2017. "The challenge of promoting self-regulated learning among primary school children with a low socioeconomic and immigrant background," The Journal of Educational Research, Taylor & Francis Journals, vol. 110(2), pages 113-139, March.
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