This study explored how student engagement was related to perceived teacher autonomy support and self-determination skill expression among 145 Grades 9 through 12 African American high school students. First, we examined differences between male and female students’ engagement, perceived teacher autonomy support, and self-determination skill expression. Results indicated that male and female students did not report significant differences in the extent to which they were engaged in class, perceived their teachers as supporting their autonomy, and expressed indicators of self-determination. Second, regression analysis indicated that perceived teacher autonomy support and self-determination skill expression were significant, positive predictors of students’ engagement in class. An additional mediation model demonstrated that self-determination skill expression mediated the relationship between perceived teacher autonomy support and student engagement. Strategies for supporting African American high school students’ autonomy and self-determination skill expression are provided, as well as limitations and directions for future research.

这项研究探讨了145名9至12年级的非洲裔美国高中学生的学生敬业度与感知到的老师自治支持和自决技能表达之间的关系。首先，我们研究了男女学生参与度，感知的教师自主权支持和自决技能表达之间的差异。结果表明，男女学生的上课程度没有显着差异，他们认为老师支持他们的自主权，并表示了自决的指标。其次，回归分析表明，感知到的教师自主性支持和自我决定技能的表达是学生参与课堂活动的重要，积极的预测因素。另一种中介模型表明，自决技能表达介导了感知到的教师自主支持与学生敬业度之间的关系。提供了支持非裔美国高中学生自主和自我决定技能表达的策略，以及未来研究的局限性和方向。