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How autonomy support mediates the relationship between self-efficacy and approaches to learning

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  • Stefan Kulakow

Abstract

The significant interplay between self-efficacy, autonomy support and approaches to learning in adolescent students is widely recognized. However, less is known about whether substantial differences exist between early and middle adolescent students from schools with different environments. To close this research gap, this study used latent mean comparison and multigroup structural equation modeling with questionnaire data from a sample of German adolescent students (N = 1153; MAgeT1 = 13.97, SD = 1.37; MAgeT2 = 14.27, SD = 1.25) in two waves. Multigroup structural equation modeling reveals that autonomy functions as a mediator in the association between self-efficacy and approaches to learning only for students from schools with a student-centered learning environment based on competence-matrices in contrast to a teacher-directed learning environment, particularly for early adolescent students. More specifically, adolescents’ approaches to learning can be enhanced through autonomy-supportive learning independently of their self-efficacy.

Suggested Citation

  • Stefan Kulakow, 2020. "How autonomy support mediates the relationship between self-efficacy and approaches to learning," The Journal of Educational Research, Taylor & Francis Journals, vol. 113(1), pages 13-25, February.
    • Handle: RePEc:taf:vjerxx:v:113:y:2020:i:1:p:13-25
    DOI: 10.1080/00220671.2019.1709402
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    Cited by:

    1. Jesús de la Fuente & Francisco Javier Peralta-Sánchez & José Manuel Martínez-Vicente & Flavia H. Santos & Salvatore Fadda & Martha Leticia Gaeta-González, 2020. "Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?," Sustainability, MDPI, vol. 12(17), pages 1-23, August.

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