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Relationships Among Autonomy Relevant Instruction, Classroom Racial Climate, and Student Engagement.

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Summary
This summary is machine-generated.

For racially/ethnically minoritized students, fostering a positive classroom racial climate alongside autonomy support is crucial for psychological needs and engagement. Cultural competence and socialization enhance these outcomes, supporting diverse student success.

Keywords:
Autonomy supportbasic psychological needscollegeengagementracial climate

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Area of Science:

  • Educational Psychology
  • Social Psychology
  • Sociology of Education

Background:

  • Autonomy support positively impacts student psychological needs and engagement.
  • Traditional autonomy support may not fully address the needs of racially/ethnically minoritized students.
  • A positive classroom racial climate (CRC) is essential for these students.

Purpose of the Study:

  • Examine links between instructor autonomy support, CRC, and engagement in minoritized college students.
  • Investigate the mediating role of psychological need satisfaction.
  • Analyze interactions between autonomy support and CRC.

Main Methods:

  • Two studies involving racially/ethnically minoritized college students.
  • Surveys assessing perceptions of autonomy support, CRC, need satisfaction, and engagement.
  • Statistical analyses including mediation and moderation, and multigroup analyses.

Main Results:

  • Cultural competence and socialization positively associated with need satisfaction and engagement.
  • These effects were significant indirectly through need satisfaction.
  • No significant interactions between autonomy support and CRC were found.
  • No significant differences across racial/ethnic groups.

Conclusions:

  • Cultural competence and socialization are vital for supporting minoritized students' needs and engagement.
  • Racial dynamics within the classroom are critical contextual factors.
  • Autonomy support and CRC function independently, both contributing to student outcomes.