AUTONOMY SUPPORT, COMPETENCE SUPPORT, AND RELATIONAL SUPPORT CAN FOSTER SELF-EFFICACY FOR SELF-REGULATED LEARNING IN URBAN SCHOOLS

Abstract

Purpose. The purpose of this research was to examine the relationship between school conditions (namely: autonomy support, competence support, and relational support) and student self-efficacy for self-regulated learning (SESRL) through the lens of psychological needs theory. Method. This study used de-identified data from 949 students nested in 79 elementary and secondary schools in an urban school district. Using HLM 7, three models were produced. First, a one-way random-effects ANOVA was used to partition self-efficacy for self-regulated learning variance into student and school factors. Second, a random coefficient regression model was used to assess the influence of poverty and minority status on self-efficacy for self-regulated learning. Third, while statistically controlling for student background characteristics, a Random-Effects ANCOVA model was used to assess whether self-efficacy for self-regulated learning was equivalent across the three school level predictor variables: autonomy support, competence support, and relational support. Results. Findings indicate that self-efficacy for self-regulated learning does vary across urban schools, with the strongest predictor of self-efficacy for self-regulated learning being relational support, followed closely by competence support, and lastly influenced by autonomy supportive conditions. Implications. Educators can develop school conditions that promote student self-efficacy for self-regulated learning. Keywords. Autonomy support, competence support, psychological needs, relational support, school conditions, self-efficacy, self-regulation, self-regulated learning, self-efficacy for self-regulated learning, urban schools.