The Relationship between teacher’s autonomy-supportive behavior and learning strategies applied by students: the role of teacher support and equity

ENThis study aimed to investigate the role of teacher support and equity in the relationship between teacher’s autonomypromoting behavior and students’ learning strategies. The approach examines the direct relationship between teacher’s autonomy-supportive behavior and students’ learning strategies and via perceived teacher support. It also discusses the effect of perceived equity for the relationship between autonomy-supportive behavior in teacher’s and teacher support. Data were obtained from 24 secondary schools in nine Lithuanian municipalities with poor socioeconomic level contexts (N=632 pupils). The findings revealed that teacher’s autonomy-supportive behavior is directly associated to student’s greater use of learning strategies, as well as through a mediator—student’s perceptions of teacher support. The association between teacher’s autonomy-supportive behavior and teacher support is moderated by students’ perceived equity so that the positive relationship is stronger for students with a higher than with a lower perceived equity. This study adds to the understanding of the importance of teacher behavior for students’ learning by concentrating on equity, which is especially essential for students from low-income families. Teachers may foster equity by providing more possibilities for autonomy for all students, creating a supportive classroom environment and inviting students to be active participants in the learning process. Keywords: teacher’s autonomy-supportive behavior, learning strategies, equity, teacher relationships, socioeconomic status.

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