Teachers’ Autonomy-Supportive Behaviour and Learning Strategies Applied by Students: The Role of Students’ Growth Mindset and Classroom Management in Low-SES-Context Schools

This study explored a moderated mediation model, which is based on the assumption about direct relationship between teachers’ autonomy-supportive behaviours and students’ learning strategies via perceived classroom management as well effect of growth mindset for relationships (1) applied by students (2) students. Data were collected from 23 secondary schools in municipalities Lithuania with low SES (socioeconomic status) contexts (N = 581 students). The results showed that are directly positively related to increased use student. mediates In this case, we have an inconsistent mediation, so mediator acts suppressor (the indirect path through negative, while positive). does not moderate autonomy supportive strategies, but moderates For lower or mindset, greater lesser strategies. However, those higher contributes understanding importance focusing mindset.