What is the relative importance of autonomy support, structure and involvement for students’ engagement?

Hospel, Virginie [UCL] Galand, Benoît [UCL]

The Self-Determination Theory (SDT) posits that three dimensions of teachers’ practices, namely autonomy support, structure and involvement have an impact on students’ motivation and engagement. Theoretically, SDT seems to consider that these dimensions have the same importance. However, are these dimensions really equally important for students’ engagement, whatever the context or the students’ background (differential effects)? The current state of knowledge does not allow drawing clear conclusions about this question. Discussing the results of two studies led by questionnaires among 8th and 9th grade students, this presentation aimed at bringing some answers to this issue. The data were analyzed by means of multilevel analyses, taking different levels of analysis (e.g. classroom, student) into account. The results stressed the importance of teachers’ structure and involvement for students’ engagement. Autonomy support has a complementary role. Almost no differentials effects of teachers’ practices were found. Implications will be discussed.