Structure also supports autonomy: Measuring and defining autonomy‐supportive teaching in Japanese elementary foreign language classes

Abstract Recent discussions of autonomy have included the perspective that, as a basic human need across cultural environments, it includes not only choice but also personal endorsement of action. The present study focused on the cultural experience of autonomy‐support in J apanese elementary school foreign language classes. Three studies were conducted to investigate how students understand autonomy‐supportive teaching. In S tudy 1, exploratory focus groups defined cultural perspectives on autonomy‐support and structure. Exploratory and confirmatory factor analysis indicated that clarity, pacing, and teachers' positive affect correspond to students' perception of supportive teaching. Study 2 investigated teacher support in relation to in‐class engagement using longitudinal structural equation modeling. The results indicated a strong relationship between perceptions of support and classroom behavioral engagement, with stable effects over time. Study 3 longitudinally investigated teacher support in relation to students' perceptions of personal autonomy, relatedness, and competence need satisfaction. Findings show a strong positive relationship between teacher support and need satisfaction with high test‐retest reliability. Discussion focuses on how autonomy need satisfaction is experienced in different cultures with differing social norms.