Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes?

According to Self-Determination Theory, need-supportive teaching fosters students’ motivation. The present study examined the interplay between three dimensions of need support: autonomy support, structure, and involvement. Using both student teacher-reports (N = 287 Grade 7 students), configurations support were with Latent Profile Analyses. Balanced profiles identified based on reports (low, moderate, or high support), while unbalanced student-specific teacher-reports. Higher levels associated more motivation achievement, teacher-reported structure involvement could not compensate for a lack support.