Why does a self-learning environment matter? Motivational support of teachers and peers, enjoyment and learning strategies

This study examines the influence of instructional environments on students' academic enjoyment, motivational support, and learning strategies within the framework of control-value theory. Addressing a gap in empirical research on rubric-guided self-learning (SL), the study explores how peer and teacher motivation interact with achievement emotions to shape learning outcomes. A sample of 1410 students in grades 7 and 8 participated, with SL environments incorporating competency rubrics compared to traditional teacher-centered settings. Multigroup structural equation modeling was used to test latent interactions of motivational support on students' enjoyment, effort, and control strategies. Results indicate that SL environments foster greater enjoyment than traditional learning, though the impact of peer motivation lessens as enjoyment increases in SL contexts. Notably, peer motivation played a more complex role in traditional classrooms, at times moderating the relationship between enjoyment and effort negatively. These findings suggest that SL environments may better support autonomous motivation by reducing reliance on peer influence, highlighting the benefits of self-regulated learning models that prioritize intrinsic motivation. This study provides practical insights for designing learning environments that enhance student enjoyment and engagement. • Study employs control-value theory to assess a rubric-based self-learning in school. • Analysis involves 1410 students, enhancing validity. • Rubrics in self-learning foster enjoyment. • Peer motivation paradoxically lessens effort in traditional learning. • Second paradox: peer motivation diminishes control strategy use.