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

Author

Listed:
  • Agne Brandisauskiene
  • Loreta Buksnyte-Marmiene
  • Jurate Cesnaviciene
  • Gabija Jarasiunaite-Fedosejeva

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.

Suggested Citation

  • Agne Brandisauskiene & Loreta Buksnyte-Marmiene & Jurate Cesnaviciene & Gabija Jarasiunaite-Fedosejeva, 2023. "The Relationship Between Teacher’s Autonomy-Supportive Behavior and Learning Strategies Applied by Students: The Role of Teacher Support and Equity," SAGE Open, , vol. 13(2), pages 21582440231, June.
    • Handle: RePEc:sae:sagope:v:13:y:2023:i:2:p:21582440231181384
    DOI: 10.1177/21582440231181384
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    References listed on IDEAS

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    1. Leyla Tavernaro-Haidarian, 2020. "Agency and Deliberative Communication in the Classroom," SAGE Open, , vol. 10(1), pages 21582440209, January.
    2. Regula Schmid, 2018. "Pockets of Excellence: Teacher Beliefs and Behaviors That Lead to High Student Achievement at Low Achieving Schools," SAGE Open, , vol. 8(3), pages 21582440187, August.
    3. Luce C. A. Claessens & Jan van Tartwijk & Anna C. van der Want & Helena J. M. Pennings & Nico Verloop & Perry J. den Brok & Theo Wubbels, 2017. "Positive teacher–student relationships go beyond the classroom, problematic ones stay inside," The Journal of Educational Research, Taylor & Francis Journals, vol. 110(5), pages 478-493, September.
    4. 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.
    5. Agne Brandisauskiene & Loreta Buksnyte-Marmiene & Jurate Cesnaviciene & Ausra Daugirdiene & Egle Kemeryte-Ivanauskiene & Rasa Nedzinskaite-Maciuniene, 2021. "Sustainable School Environment as a Landscape for Secondary School Students’ Engagement in Learning," Sustainability, MDPI, vol. 13(21), pages 1-17, October.
    6. Jennifer LoCasale-Crouch & Faiza Jamil & Robert C. Pianta & Kathleen Moritz Rudasill & Jamie DeCoster, 2018. "Observed Quality and Consistency of Fifth Graders’ Teacher–Student Interactions: Associations With Feelings, Engagement, and Performance in School," SAGE Open, , vol. 8(3), pages 21582440187, August.
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