Autonomy-Supportive Classroom Climate: Its Multilevel Structure and Associations with Students' Mathematics Achievement.

Sara Manganelli, Giulia Raimondi, Fabio Alivernini, James Dawe, Elisa Cavicchiolo

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Article in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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5 authors.

Sara ManganelliDepartment of Developmental and Social Psychology, Sapienza University of Rome, Via dei Marsi 78, 00185 Rome, Italy.ORCID 0000-0002-1748-7295

Giulia RaimondiBeSSA Department, Wellbeing, Health and Environmental Sustainability, Sapienza University of Rome, Via delle Fontanelle, 02100 Rieti, Italy.ORCID 0000-0003-0082-3915

Fabio AliverniniDepartment of Developmental and Social Psychology, Sapienza University of Rome, Via dei Marsi 78, 00185 Rome, Italy.ORCID 0000-0002-8998-9374

James DaweDepartment of Humanities and Social Sciences, Universitas Mercatorum Telematic University, Piazza Mattei 10, 00186 Rome, Italy.

Elisa CavicchioloDepartment of Systems Medicine, Tor Vergata University of Rome, Via Montpellier 1, 00133 Rome, Italy.ORCID 0000-0001-8552-2737

Funding

Risk and protective factors for adolescent students' psychological adjustment and academic out-comes: a multidimensional analysis of individual and group determinants RP125199A99A94B8

6 · The paper itself

Abstract

backgroundAutonomy-supportive climate has consistently been associated with positive student outcomes. Although Self-Determination Theory and Motivational Climate Theory conceptualize it as a multilevel construct, research has mainly examined autonomy support from an individual student perspective. The present study investigated autonomy-supportive climate as both a classroom-level construct and an individual microclimate component, examining its associations with mathematics achievement.

methodsData came from a representative sample of 26,564 Italian 10th-grade students. Doubly Latent Multilevel Structural Equation Modeling (DL-ML-SEM) was used to examine the multilevel measurement structure of autonomy-supportive climate and its associations with mathematics achievement at the student and classroom levels, controlling for students' sex, immigrant background, and school type.

resultsMultilevel CFA supported the factorial validity and cross-level invariance of the autonomy-supportive climate measure. ICC analyses indicated substantial between-class variability and high reliability of aggregated classroom perceptions. DL-ML-SEM showed that autonomy-supportive climate was positively associated with mathematics achievement at the classroom level, but not at the individual student level.

conclusionsThese findings highlight the relevance of examining autonomy support as a classroom-level phenomenon and provide new evidence on the multilevel nature of autonomy-supportive climate in educational settings.

Indexed as

autonomy supportdoubly latent multilevel SEMmath achievementmotivational climate theorymultilevelSelf-Determination Theory

Identifiers

PMID42651446

DOI10.3390/bs16081268

PMCPMC13509857

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