Effects of Perceived Parents' and Teachers' Autonomy Support on Students' Self-Efficacy for Self-Regulated Learning

Abstract

Previous studies indicated that students with high self-efficacy were not only more motivated but also employed more effective self-regulated learning strategies. Perceived autonomy support can improve students' academic self-efficacy. The present study aimed to examine the influence of perceived parents' and teachers' autonomy support on self-efficacy for self-regulated learning. 737 students from grades 4 to 9 in China were investigated by using a parental autonomy support scale, a teacher autonomy support scale and a self-efficacy for self-regulated learning scale. Data analysis was conducted using correlation analysis and multilevel structural equation modelling (SEM). Results showed that 1) Perceived parents' and teachers' autonomy support had a significant positive prediction on self-efficacy for self-regulated learning; 2) The contribution from perceived teachers' autonomy support on self-efficacy for self-regulated learning is greater than that of parents. These findings enhance and broaden the understanding of factors influencing students' self-efficacy for self-regulated learning, offering theoretical backing and valuable insights for developing effective educational policies aimed at improving students' self-regulated learning.