Examining positive emotions, autonomy support and learning strategies: Self-directed versus teacher-directed learning environments

Abstract An increasing number of German schools have suspended teacher-directed learning (TL) in favor self-directed (SL) modules. We used the broaden-and-build theory and self-determination as a theoretical framework to determine whether students environments differ interplay positive emotions strategies secondary education. The study also compares mediating role autonomy support on relationship between strategies. Questionnaire data from 787 school sixth seventh grades were analyzed. results latent mean comparison indicated that environment demonstrated more adaptive behaviors. Further, multigroup structural equation model identified strong differences variables environments. In environment, was not found mediate