Teachers’ Autonomy Support in Synchronous Online Learning Environments

Abstract

The purpose of this study was to examine the effects of teachers’ autonomy support in synchronous online learning environments. The participants included 197 Japanese undergraduates. The hypothetical model posited that perceived teachers’ autonomy support was related to students’ intrinsic motivation and metacognition, which, in turn, were related to self-evaluated achievement. The results showed that perceived teachers’ autonomy support was related to students’ self-evaluated achievement, and this relationship was mediated by intrinsic motivation. Perceived teachers’ autonomy support was also related to metacognition, although metacognition did not have a mediating effect. The role that teachers play in synchronous online learning environments is also discussed.