Perceived teacher autonomy support for adolescents’ reading achievement: The mediation roles of control-value appraisals and emotions

Abstract

Analyzing students’ internal cognitive-motivational appraisals and achievement emotions is of pivotal importance for educational outcomes and student individual wellbeing, yet little is shown about their associations with teacher autonomy support. This study investigates the relationship between perceived teacher autonomy support and reading achievement by addressing mediating influences of control and value-related constructs, i.e., reading self-efficacy, meaning in life, and reading enjoyment. Multiple mediation modeling was adopted to test the proposed model with carrying out a total of 12,058 students from 361 schools in China in the Programme for International Student Assessment (PISA) 2018 reading database. The results elucidated that student-perceived teacher autonomy support is significantly positively related to adolescents’ reading outcomes by fostering internal control and value appraisals and academic enjoyment. These current findings confirm the positive correlation between teacher autonomy support and adolescents’ motivational and emotional factors, providing significant practical implications for educators to adopt various teaching strategies to enhance adolescents’ self-efficacy, intrinsic values, and positive emotions.

Changes in control and value appraisals predict changes in learning enjoyment: A four‐wave analysis among lower secondary school students

“…This, in turn, points to the importance of designing learning environments in a way that supports control and value appraisals, even if the decrease in these appraisals is to some extent developmental. Past research has confirmed the positive effect of various interventions on control (e.g., O'Mara et al., 2006) and value appraisals (e.g., Hulleman & Harackiewicz, 2020) as well as the role of control and value appraisals as mediators between the classroom (e.g., Lazarides & Buchholz, 2019; Wang & Hu, 2022) or home (e.g., Dong et al., 2020; Luo et al., 2016) learning environments and learning enjoyment. Therefore, creating appropriate conditions for learning both at school and at home, for instance by providing students with support and cognitively activating tasks by teachers (Lazarides & Buchholz, 2019) or assuring support and involvement in the child's learning by parents (Luo et al., 2016), may help strengthen the appraisals.…”

The relation between autonomy support and music enjoyment in online learning for music undergraduates in the post-COVID-19 era

“…Therefore, autonomy support is likely to be associated with emotions. In the case of enjoyment, research has shown a positive association between autonomy support and positive emotions (Barrable, 2020;Wang and Hu, 2022). Enjoyment, as a positive emotion, has also been shown to be positively associated with autonomy support (Simonton et al, 2021;Zimmermann et al, 2021).…”