Perceived autonomy support as a predictor of rural students’ academic buoyancy and academic self-efficacy

Andrew Kingsford-Smith; Dennis Alonzo; Kim Beswick; Tony Loughland; Philip Roberts

doi:10.1016/j.tate.2024.104516

Perceived autonomy support as a predictor of rural students’ academic buoyancy and academic self-efficacy

Andrew Kingsford-Smith, Dennis Alonzo, Kim Beswick, Tony Loughland, Philip Roberts

Centre for Sustainable Communities

Research output: Contribution to journal › Article › peer-review

8 Citations (Scopus)

65 Downloads (Pure)

Abstract

Students’ academic self-beliefs are associated with their school achievement and enjoyment. However, academic self-beliefs appear to be lower in rural schools. In a sample of students in Australian rural schools (N = 974), this study investigated whether perceived autonomy support (PAS) predicted two important self-belief constructs: academic buoyancy and academic self-efficacy. The results revealed that PAS positively predicted academic buoyancy and academic self-efficacy. Multigroup structural equation modeling further identified that primary school students reported more adaptive school experiences than high school students. This research has implications for how teachers can best support students’ academic self-beliefs in rural schools.

Original language	English
Article number	104516
Pages (from-to)	1-13
Number of pages	13
Journal	Teaching and Teacher Education
Volume	142
DOIs	https://doi.org/10.1016/j.tate.2024.104516
Publication status	Published - May 2024

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title = "Perceived autonomy support as a predictor of rural students{\textquoteright} academic buoyancy and academic self-efficacy",

abstract = "Students{\textquoteright} academic self-beliefs are associated with their school achievement and enjoyment. However, academic self-beliefs appear to be lower in rural schools. In a sample of students in Australian rural schools (N = 974), this study investigated whether perceived autonomy support (PAS) predicted two important self-belief constructs: academic buoyancy and academic self-efficacy. The results revealed that PAS positively predicted academic buoyancy and academic self-efficacy. Multigroup structural equation modeling further identified that primary school students reported more adaptive school experiences than high school students. This research has implications for how teachers can best support students{\textquoteright} academic self-beliefs in rural schools. ",

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AU - Beswick, Kim

AU - Loughland, Tony

AU - Roberts, Philip

N1 - Funding Information: This research was undertaken as part of the Rural and Regional Education project, which was commissioned by the NSW Department of Education, and completed by the Gonski Institute for Education, the School of Education at UNSW Sydney, Social Ventures Australia, and the University of Canberra. Publisher Copyright: © 2024 The Authors

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AB - Students’ academic self-beliefs are associated with their school achievement and enjoyment. However, academic self-beliefs appear to be lower in rural schools. In a sample of students in Australian rural schools (N = 974), this study investigated whether perceived autonomy support (PAS) predicted two important self-belief constructs: academic buoyancy and academic self-efficacy. The results revealed that PAS positively predicted academic buoyancy and academic self-efficacy. Multigroup structural equation modeling further identified that primary school students reported more adaptive school experiences than high school students. This research has implications for how teachers can best support students’ academic self-beliefs in rural schools.

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Perceived autonomy support as a predictor of rural students’ academic buoyancy and academic self-efficacy

Abstract

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