| dc.description.abstract | Autonomy-supportive teaching (i.e., providing choice, fostering relevance, and showing respect) is crucial for enhancing students' intrinsic motivation. However, previous research suggests that not all students perceive or receive the same levels of autonomy support, and differences regarding gender, socioeconomic status (SES), and migration background are reported. While most studies solely rely on questionnaires, observational data can be a valuable addition as it offers a more objective perspective on teachers’ behavior. This study investigates whether students’ perceptions of autonomy-supportive teaching differ based on gender, SES, and migration background, and whether these differences are also reflected in teachers’ observed behavior. Questionnaire responses from 180 upper primary school students were combined with video-coded classroom interactions throughout one full school day. Due to missing data, the analyses were conducted on subsamples ranging from 104 to 109 students. Findings from two hierarchical regression analyses showed that gender, SES, and migration background do not play a role in the level of autonomy support students experience or receive. Neither does achievement as a covariate. | |
