| Abstract [eng] |
The aim of this study was to examine the associations between students' perceptions of teachers' (de)motivating teaching styles, students' academic motivation, and their engagement in learning. A total of 309 students participated in the study: 148 (47.9%) were seventh-grade students and 161 (52.1%) were eighth-grade students; participants' ages ranged from 12 to 15 years (M = 13.5), and the sample comprised 152 (49.2%) girls and 129 (41.7%) boys. The following instruments were administered: the Academic Self-Regulation Scale, student version (Vansteenkiste et al., 2009; Vallerand et al., 1989) and the Situations in School Questionnaire, student version (Aelterman et al., 2019). Student motivational groups were identified using k-means cluster analysis. Three motivational groups emerged: good-quality motivation (28.9%), poor-quality motivation (28.2%), and mixed-quality motivation (42.9%). The findings revealed that the identified motivational groups differed with regard to students' motivation types, their perceptions of teachers' (de)motivating teaching styles, and aspects of their learning engagement. Moderation analysis further showed that students' motivational group membership moderated the strength of the associations between perceived autonomy-supportive and structuring teaching styles and students' behavioral engagement. |
