In this study, we adopted a person-oriented approach to (a) identify latent profiles of adolescents characterized by unique patterns of perceived teacher autonomy support and student agency, (b) investigate whether perceived interpersonal justice can predict profile membership and (c) compare different profiles in relation to personal responsibility. Participants were 545 Italian secondary school students (55% boys, 94% born in Italy, Mage = 14.24, SDage = .53). Five adolescents’ profiles emerged: disengaged (24%), average students (34%) and committed (28%), with low, mean and high scores, respectively, in both teacher autonomy support and agency; resistant (5%), with low scores in teacher autonomy support and high scores in agency; compliant (9%), with high scores in teacher autonomy support and low scores in agency. Perceptions of interpersonal justice significantly predicted profile membership in the comparison of almost all profiles. Several significant differences in responsibility among profiles also emerged. Implications of the findings for practices and policies are discussed.

中文翻译：

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基于学生能动性和教师自主支持的青少年概况：人际公正重要吗？

在这项研究中，我们采用了一种以人为本的方法来 (a) 确定以感知教师自主支持和学生能动性的独特模式为特征的青少年的潜在档案，(b) 调查感知的人际公平是否可以预测档案成员资格，以及 (c) 比较与个人责任相关的不同概况。参与者是 545 名意大利中学生（55% 男孩，94% 出生在意大利，Mage = 14.24，SDage = .53）。出现了五个青少年的概况：不参与 (24%)、普通学生 (34%) 和承诺 (28%)，在教师自主支持和代理方面分别获得低分、平均分和高分；抗拒（5%），教师自主支持得分低，代理得分高；合规 (9%)，教师自主支持得分高，代理得分低。在几乎所有档案的比较中，对人际公平的看法显着预测了档案的成员资格。配置文件之间的责任也出现了几个显着差异。讨论了调查结果对实践和政策的影响。