This study explored teacher perceptions of their ability to implement the Self-Determined Learning Model of Instruction (SDLMI) with fidelity and the impact of these perceptions on student self-determination outcomes on the Self-Determination Inventory: Student Report (SDI:SR). Using a piece-wise growth model, we found stability in teacher perceptions of their implementation over a 2-year period even with the introduction of a second transition-focused intervention to a subset of the sample. Using a mediation model, we then found a complex relationship between teacher perceptions of fidelity and student outcomes on the SDI:SR. We found that teacher-perceived fidelity over the course of the year was influenced by students’ beginning of the year self-determination status and that teacher-perceived fidelity then affected students’ end of the year self-determination status. The findings suggest an interactive relationship between teacher perceptions of implementation and student outcomes. Implications for research and practice are discussed.

中文翻译：

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检查教师对SDLMI实施的看法与学生自决结果之间的关系

这项研究探索了教师对他们忠实地实施自定学习教学模型（SDLMI）的能力的看法，以及这些看法对学生自决成绩对自决清单的影响：学生报告（SDI：SR）。使用分段增长模型，即使在样本的子集中引入了第二个以过渡为重点的干预措施，我们也发现教师对他们在2年内的实施情况的看法保持稳定。然后，使用中介模型，我们在SDI：SR上发现了教师对保真度的感知与学生成绩之间的复杂关系。我们发现，一年中教师感知的忠诚度受学生年初的自决状态影响，而教师感知的忠诚度则影响学生年末的自决状态。研究结果表明，教师对实施的理解与学生的学习成绩之间存在互动关系。讨论了对研究和实践的意义。