Hayat Ahmed Ali, Bezaye Abebe, Ayalew Moges, Negussie Deyessa
Behavioural abnormalities among school-age children living with HIV at Tikur Anbessa Specialized Hospital, Addis Ababa, Ethiopia
African journal of AIDS research : AJAR
research established ability selfregulate important factor adolescents learning cognitive social functioning several theories selfregulation classroom studies suggest effects social learning environment students selfregulation however studies investigating relations crosssectional correlational design relate adolescents resulting little knowledge causal directions adolescents study extends existing research examining effects selection supportive undermining teacher behavior dimensions early adolescents development selfregulation selfregulated learning teacher behavior dimensions based ideas selfdetermination theory distinction made dimensions support vs thwart three basic psychological needs need autonomy competence relatedness assumed important human growth psychological wellfunctioning supporting autonomy delivering structure involved students assumed important fulfillment students basic psychological needs exhibiting controlling instructional behavior chaos uncertainty inconsistency classroom rejection neglect students supposed treat questionnaires used measuring students perceptions teachers behavior selfregulation several points time first year secondary education participants study 566 students belonging 20 mathematicsenglish grade7 secondary education classes netherlands multilevel analyses point importance three teacher needsupportive dimensions highest effects structure involvement indicated teachers needthwarting behavior negatively affected students selfregulation however corresponding supportive thwarting teacher behavior dimensions included together multilevel model effect undermining dimension controlling teacher behavior remained significant addition corresponding autonomysupport dimension findings line existing research highlight importance teachers needsupportive teachers needthwarting behavior daily secondaryeducation classrooms contribute deepen insight understanding factors related external regulation teachers leading positive negative developments early adolescents selfregulation particular selfregulated learning