Autonomy-Supportive Classroom Climate in Mixed-Grade Classes in a Japanese Elementary School | Zendy

Ryo Okada | Zendy

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Autonomy-Supportive Classroom Climate in Mixed-Grade Classes in a Japanese Elementary School

Author(s) -

Ryo Okada

Publication year - 2021

Publication title -

journal of educational and developmental psychology

Language(s) - English

Resource type - Journals

eISSN - 1927-0534

pISSN - 1927-0526

DOI - 10.5539/jedp.v11n2p39

Subject(s) - autonomy , psychology , intrinsic motivation , path analysis (statistics) , school climate , self determination theory , developmental psychology , social psychology , mathematics education , political science , mathematics , law , statistics

The purpose of this study was to examine the effects of an autonomy-supportive classroom climate on intrinsic motivation in mixed-grade classes. A total of 398 children (eight to twelve years old) in a Japanese elementary school participated in a questionnaire study with two measurement occasions. Path analysis revealed that perceived autonomy-supportive classroom climate was related to perceived active participation structure, which, in turn, was related to intrinsic motivation. The effects of perceived autonomy-supportive classroom climate on intrinsic motivation were mediated by the perceived active participation structure. These relationships did not vary with the children’s grades. These results suggest that an autonomy-supportive classroom climate promotes children’s intrinsic motivation in mixed-grade classes.

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