Fostering self-efficacy and self-regulation in higher education: a matter of autonomy support or academic motivation?

D. Duchatelet*, V. Donche

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

19 Citations (Web of Science)

Abstract

By implementing student-centred learning environments, higher education institutions aim to foster student self-efficacy and self-regulation. Previous research that focuses on how students perceive these learning environments usually does not take the differential impact of students’ study motivation into account. However, the type of motivation might influence how students perceive their learning environment. To this end, this study investigates the relationship between students’ perceived autonomy support in student-centred learning environments and self-regulation and self-efficacy by taking study motivation into account. The results indicate that autonomy-supportive teacher behaviour enhances self-efficacy for students who are autonomously motivated. Amotivated students might need other than autonomy-supportive teacher behaviour to develop self-efficacy. Self-regulation seems to play a less distinct role. Overall, when examining the effects of autonomy-supportive teaching in higher education, the quality and quantity of students’ motivation has a role to play, an aspect which is important to consider in future research and practice.
Original languageEnglish
Pages (from-to)733-747
Number of pages15
JournalHigher Education Research and Development
Volume38
Issue number4
DOIs
Publication statusPublished - 27 Feb 2019
Externally publishedYes

Keywords

  • Higher education
  • motivation
  • autonomy support
  • self-efficacy
  • self-regulation
  • LEARNING ENVIRONMENTS
  • STUDENTS MOTIVATION
  • HIGH-SCHOOL
  • PERSPECTIVE
  • ACHIEVEMENT
  • PERFORMANCE
  • TEACHERS
  • QUALITY

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