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Ana Musdalifah
PGRI Adi Buana University, Jl. Dukuh Menanggal XII, Dukuh Menanggal, Surabaya, 60234 Indonesia
Education

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Empowering Students: How Teachers’ Autonomy Support Shapes Self-Efficacy for Self-Regulated Learning Jahju Hartanti; Lucky Nindi Riandika Marfu’i; Ana Musdalifah; Erasmos Charamba
Jurnal Ilmu Pendidikan Vol 31, No 2 (2025): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i2p%p

Abstract

Education autonomous support of teaching can promote students learning. This study collected 409 teachers survey questionnaires and applied structural equation model to measure teacher autonomy support, student self-efficacy, and student self-regulated learning. This study adopted self-determination theory (SDT), systematically explored the relationship between teachers’ autonomy support, student self-efficacy and student self-regulated learning and examined the mediating effects of students’ self-efficacy. This study found that teacher autonomy support had a significant effect on student self-regulated learning, and was mediated by self-efficacy. Teacher-directed support had a significant effect on student self-efficacy. Therefore, this study gave a fresh perspective to improve learning engagement, that is to say, teachers were encourage to improve students’ autonomy in practical teaching on the basis of giving students autonomy support.
Co-Authors Erasmos Charamba Jahju Hartanti Lucky Nindi Riandika Marfu’i