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

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  • Ryo Okada

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.

Suggested Citation

  • Ryo Okada, 2021. "Autonomy-Supportive Classroom Climate in Mixed-Grade Classes in a Japanese Elementary School," Journal of Educational and Developmental Psychology, Canadian Center of Science and Education, vol. 11(2), pages 1-39, November.
    • Handle: RePEc:ibn:jedpjl:v:11:y:2021:i:2:p:39
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    References listed on IDEAS

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    1. Rob Eisinga & Manfred Grotenhuis & Ben Pelzer, 2013. "The reliability of a two-item scale: Pearson, Cronbach, or Spearman-Brown?," International Journal of Public Health, Springer;Swiss School of Public Health (SSPH+), vol. 58(4), pages 637-642, August.
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    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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