The role of autonomy in school and adolescent wellbeing

Abstract

This project contributes to the growing body of research exploring how autonomy-supportive teaching practices can promote adolescent wellbeing and engagement in educational contexts. In the systematic review, I synthesised research on the relationship between autonomy support in education and adolescent wellbeing. I reviewed 31 studies examining perceived teacher autonomy support and socioemotional outcomes in secondary education. Using Keyes’ Model of Wellbeing, I categorised findings into emotional, psychological, and social domains. Students who perceived greater autonomy support reported higher positive affect, resilience, and social connectedness. Autonomy support also buffered against negative outcomes such as anxiety and depression, often linked to controlling teaching styles. While the evidence consistently supports its benefits, there is a critical need for more experimental and intervention-based research.
Our correlational study examined the relationship between perceived autonomy support, authenticity, and trait reactance in relation to student wellbeing and behavioural response to autonomy-frustration. A total of 186 students (aged 16–18) completed measures of perceived teacher autonomy support, authenticity, reactance, wellbeing, and behavioural intentions. Autonomy support was consistently positively associated with authenticity and wellbeing, as well as reduced defiance. I replicated the study in a larger sample of 549 emerging adults which found similar results, and this effect was consistent at all trait reactance levels. These findings extend Self-Determination Theory by identifying authenticity as a key mechanism through which autonomy support promotes wellbeing and positive coping responses to autonomy-frustration, offering practical insights for educational practice.

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ORCID for Nicholas Kelley: orcid.org/0000-0003-2256-0597

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