How autonomy support mediates the relationship between self-efficacy and approaches to learning

The significant interplay between self-efficacy, perceived autonomy support andapproaches to learning in adolescent students is widely recognized. However, less is known about whether substantial differences exist between students from schools with different environments (student-centered vs. teacher-centered learning). To close this research gap, this study used latent mean comparison and multigroup multilevel mediation modelling with questionnaire data from a sample of German adolescent students (N = 1153; MAgeT1 = 13.97, SD = 1.37; MAgeT2 = 14.27, SD = 1.25) in two waves. Multigroup multilevel mediation modelling reveals that perceived autonomy support functions as a mediator in the association between self-efficacy and approaches to learning only for students from schools with a student-centered learning environment based on competency matrices in contrast to a teacher- directed learning environment. More specifically, adolescents’ approaches to learning can be enhanced through autonomy-supportive learning independently of their self-efficacy.