Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior

Grounded in self-determination theory, the aim of this study was (a) to examine naturally occurring configurations of perceived teacher autonomy support and clear expectations (i.e., a central aspect of teacher structure), and (b) to investigate associations with academic motivation, self-regulated learning, and problem behavior. Based on person-centered analyses in a sample of high school students (N = 1036), four different perceived teaching configurations emerged: high autonomy support – clear expectations, low autonomy support – vague expectations, high autonomy support, and clear expectations. The teaching configuration characterized by perceived autonomy support and clear expectations was related to the most positive pattern of outcomes, whereas the opposing teaching configuration related to the most negative pattern of outcomes. The two remaining groups fell in between. The discussion focuses on the compatibility of teacher autonomy support and teacher structure.

► Identifying teaching configurations varying in autonomy support and expectations.
► High autonomy support – clear expectations yields the best learning pattern.
► High autonomy support – clear expectations yields the least problem behavior.
► Teacher autonomy support and structure are complementary teaching dimensions.