Please use this identifier to cite or link to this item: https://hdl.handle.net/20.500.14365/5565
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dc.contributor.authorMouratidis, Athanasios-
dc.contributor.authorMichou, Aikaterini-
dc.contributor.authorKoçak, Aylin-
dc.contributor.authorChrist, Aysenur Alp-
dc.contributor.authorSelçuk, Şule-
dc.date.accessioned2024-10-25T15:17:52Z-
dc.date.available2024-10-25T15:17:52Z-
dc.date.issued2024-
dc.identifier.issn0144-3410-
dc.identifier.issn1469-5820-
dc.identifier.urihttps://doi.org/10.1080/01443410.2024.2402322-
dc.identifier.urihttps://hdl.handle.net/20.500.14365/5565-
dc.description.abstractAlthough teachers' autonomy support and structure are considered essential elements of the classroom environment to promote effective learning strategies, prior research has sometimes provided conflicting results. This inconsistency may stem from how autonomy support and structure relate to some outcomes but not others. Alternatively, this variability might be attributed to nonlinear relations, which have been scarcely tested thus far. In this cross-sectional study, we revisited this issue by examining both the linear and curvilinear relations of autonomy support and structure to challenge-seeking, novelty avoidance, and procrastination. Participants were 3,271 adolescents (Mage = 15.91, SD = 0.34 years; 59.8% females) from 116 classrooms. Multilevel polynomial regression analyses revealed that, compared to structure, autonomy support was a more reliable predictor of challenge-seeking, both at the student and the classroom levels. In contrast, structure predicted novelty avoidance and procrastination more reliably at both levels than autonomy support. Response surface analyses indicated that the most desired pattern existed at the line of congruence. Our findings suggest that both autonomy support and structure are needed to enhance students' learning strategies. However, the degree of necessity may vary for specific outcomes, with one potentially being more crucial than the other.en_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofEducational psychologyen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectself-determination theoryen_US
dc.subjectteaching styleen_US
dc.subjectneed supporten_US
dc.subjectresponse surface analysisen_US
dc.subjectPolynomial Regressionen_US
dc.subjectTeacher-Behavioren_US
dc.subjectMediating Roleen_US
dc.subjectSchool-Yearen_US
dc.subjectMotivationen_US
dc.subjectStudentsen_US
dc.subjectPersonalityen_US
dc.subjectPerspectiveen_US
dc.subjectPerformanceen_US
dc.subjectEngagementen_US
dc.titleThe interplay between autonomy support and structure in the prediction of challenge-seeking, novelty avoidance, and procrastinationen_US
dc.typeArticleen_US
dc.typeArticle; Early Accessen_US
dc.identifier.doi10.1080/01443410.2024.2402322-
dc.identifier.scopus2-s2.0-85204513754en_US
dc.departmentİzmir Ekonomi Üniversitesien_US
dc.authoridSelcuk, Sule/0000-0003-0933-8174-
dc.authoridKocak, Aylin/0000-0003-1601-9016-
dc.authorwosidMichou, Aikaterini/T-8791-2019-
dc.authorwosidKocak, Aylin/A-7617-2018-
dc.authorscopusid24597965600-
dc.authorscopusid37104494700-
dc.authorscopusid57195413036-
dc.authorscopusid57444932700-
dc.authorscopusid57215860453-
dc.identifier.wosWOS:001317247700001en_US
dc.institutionauthor-
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
item.fulltextNo Fulltext-
item.grantfulltextnone-
item.cerifentitytypePublications-
item.cerifentitytypePublications-
item.openairetypeArticle-
item.openairetypeArticle; Early Access-
item.languageiso639-1en-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
crisitem.author.dept02.04. Psychology-
Appears in Collections:Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection
WoS İndeksli Yayınlar Koleksiyonu / WoS Indexed Publications Collection
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