Table 2

Influence of Teacher Autonomy Support and Structure on Motivation, Engagement, Belonging, and Achievement

VariableIntrinsic ValueInvolved BehaviorDisruptive BehaviorSchool BelongingSemester GPA
Step 1βββββ
Gender.3−.6−.15*.6−.1
Fall adjustment.5***.29***.38***.33***.57***
R2.33***.15***.2***.19***.37***
Step 2     
Choice.19†.8 −.1.33**
Respect−.4.28**−.42**.32***.11
Relevance.3.3.1−.1.1
Monitor−.5−.2−.24*.1−.5
Expectations.2**.24** .17*.23**
Help.2−.4.7−.2−.28*
R2/R2 change.39/.6**.29/.15***.34/14***.33/.14***.43/.6**
Step 3     
Choice * Gender−.19†   −.31**
Help * Gender    .11
Respect * Gender.18†   −.13
Monitor * Gender  .17 .16
R2/R2 change.4/1 .35/.1 .46/.3*
Step 4     
Choice * Monitor−.4***    
Choice * Help.26**    
Respect * Monitor.22** −.31***27***.27*
Respect * Help    −.37*
Relevance * Expectations .2**   
R2/R2 change43/7***.32/.3**.37/.2*.39/.6***.46/.
Step 5     
Respect * Monitor * Gender  .21* −.26*
Respect * Help * Gender    .33**
R2/R2 Change43/7***.32/.3**.39/.2*.39/.6***.49/.2*
F12.24***9.72***9.46***12.8***1.51***
Note: N = 209.
†

p < .10.

*

p < .05.

**

p < .01.

***

p < .001.

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