Teacher autonomy support and psychological control, gender and academic engagement in secondary school students

Abstract

Objective: The Present Study Analyzed The Relationships Between Autonomy Support, Teacher Psychological Control, Gender And Academic Engagement. Methodology: The Sample Consisted Of 324 High School Students Aged 10 To 13 Years (M = 12.88 Years, SD = 1.52) From Six Public High Schools Located In Different School Zones Of The State Of Durango. Results: Multiple Linear Regression Results Indicate That Student Autonomy Support Favors Students' Academic Engagement, While Teacher Psychological Control Is Negatively Associated With Students' Academic Engagement. Furthermore, Gender Does Not Seem To Be Associated With Students' Levels Of Academic Engagement. Contribution: It Is Concluded That Autonomy Support And Psychological Control Are Predictors Of Academic Engagement Of Secondary School Students.