How teacher autonomy support and student creativity jointly contribute to self-regulated learning: a dynamic, person-environment fit perspective
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22 mai 2025
- ISIDORE Id: 10670/1.fb32f8...
- hal: hal-05101299
- doi: 10.1016/j.tsc.2025.101873
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info:eu-repo/semantics/altIdentifier/doi/10.1016/j.tsc.2025.101873
http://creativecommons.org/licenses/by/ , info:eu-repo/semantics/OpenAccess
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Teacher autonomy support Creativity Self-regulated learning Person-environment fit Random intercept cross-lagged panel model Cubic response surface analysisSujets proches
Learning process Scholarship LearningCiter ce document
Fernando Núñez-Regueiro et al., « How teacher autonomy support and student creativity jointly contribute to self-regulated learning: a dynamic, person-environment fit perspective », HAL SHS (Sciences de l’Homme et de la Société), ID : 10.1016/j.tsc.2025.101873
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According to emergent research, being creative at school could benefit self-regulated learning, but only within "creative learning" contexts that encourage student creativity. This study explored these relations among vocational students in high school (N = 8224). Theoretically, it merged creativity research and self-determination theory (Ryan & Deci, 2020) by operationalising creative-supportive contexts as teaching that supports the need for autonomous learning. Methodologically, the study investigated reciprocal influences between student perceptions of creativity (i.e., use of creative cognitive processes while studying), teacher autonomy support (i.e., teacher behaviours that foster autonomous learning behaviour) and self-regulation (i.e., regulation of resources, efforts, motivation in learning activities), while accounting for different temporalities of effects (i.e., lagged vs. contemporaneous) and for the possibility that self-regulation
