Research has suggested that students’ motivation plays a critical role in achieving educational success. However, some students struggle with maintaining their motivation for a variety of reasons. Motivational research has revealed the effect of teachers’ autonomy support on students’ learning. The purpose of this study was to examine the effect of perceived teachers’ autonomy support on academic motivation of university students with and without mild difficulties in learning. Participants were 201 Japanese undergraduates, all of whom were freshmen. The hypothetical model posited that perceived teachers’ autonomy support would be related to students’ intrinsic motivation and metacognition, which, in turn, would be related to self-evaluated achievement. Based on self-rated scores of difficulties in academic learning, two groups were created: students with and without mild difficulties. A multigroup structural equation modeling analysis revealed that perceived teachers’ autonomy support had a larger effect on intrinsic motivation in students with mild difficulties. The effect of autonomy support on metacognition did not differ between the two groups. Intrinsic motivation was related to self-evaluated achievement in students without difficulties, whereas metacognition was related to self-evaluated achievement in students with mild difficulties. The present findings documented the role of teachers in supporting struggling learners in higher education. Teachers’ autonomy support can promote intrinsic motivation and metacognition in students with mild difficulties in learning.

Authors:
Ryo Okada, Kagawa University, Japan

About the Presenter(s)
Dr. Ryo Okada is currently an Associate Professor at the Faculty of Education, Kagawa University, Japan.

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