Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes

Abstract

According to Self-Determination Theory, need-supportive teaching fosters students’ motivation. The present study examined the interplay between the three dimensions of need support: autonomy support, structure, and involvement. Using both student and teacher-reports (N = 287 Grade 7 students), configurations of need support were examined with Latent Profile Analyses. Balanced profiles were identified based on student reports (low, moderate, or high need support), while unbalanced profiles were identified based on student-specific teacher-reports. Higher levels of need support were associated with more motivation and achievement, while high levels of teacher-reported structure and involvement could not compensate for a lack of teacher-reported autonomy support.