Abstract

This study investigates the effects of an autonomy-supportive classroom climate on children’s intrinsic motivation and metacognition. In particular, the study focuses on struggling children in regular classrooms. A total of 437 Japanese elementary school children completed a questionnaire survey. A series of general linear model analyses showed that children’s perceived autonomy-supportive classroom climates were positively related to intrinsic motivation and metacognition. However, the effect of an autonomy-supportive classroom climate was stronger for non-struggling children than for struggling children, although positive effects were observed in both groups. This suggests that an autonomy-supportive classroom climate may also support with mild learning difficulties enrolled in regular classrooms.

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